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首页> 外文期刊>Language and education >Investigating Sociohistorical Contexts And Practices Through A Community Scan: A Canadian Punjabi-sikh Example
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Investigating Sociohistorical Contexts And Practices Through A Community Scan: A Canadian Punjabi-sikh Example

机译：通过社区扫描调查社会历史背景和实践：加拿大旁遮普锡克教徒的例子

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摘要

We describe a collaborative project in which university researchers, teachers and Grade 4-5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a 'community scan'. Many observers have argued that schools and teachers have such minimal knowledge of the outside-school lives of their multilingual and multicultural students that they are unable to build upon the 'funds of knowledge' that students and other members of their communities have. In particular, a large body of recent literature argues that school literacy education should be linked to literacies that children develop in their homes and communities. We present here a study centred on a public school located in a Canadian Punjabi-Sikh community. For our scan we collected census and other demographic representations of the community, as well as media reports and academic literature concerned with Punjabi-Sikh immigration. In addition, our scan included interviews with teachers, principals, parents and community leaders. Students' investigations and representations of the community and of out-of-school multiliteracies were also collected. The authors argue that such information is crucial in the development of pedagogy that values and promotes the reworking of the practices, images, texts and symbols that children already use.
机译：我们描述了一个合作项目，其中大学研究人员，教师和4-5年级英语学习者（ELL）通过“社区扫描”调查了ELL参与的社会历史环境和实践。许多观察家认为，学校和教师对他们的多语言和多元文化学生的校外生活知之甚少，以至于他们无法以学生和社区其他成员拥有的“知识基金”为基础。特别是，大量的最新文献认为，学校素养教育应与儿童在其家庭和社区中发展的素养联系起来。我们在这里提出一项研究，该研究以加拿大旁遮普锡克教徒社区的一所公立学校为中心。对于我们的扫描，我们收集了该社区的人口普查和其他人口统计学资料，以及与旁遮普锡克教徒移民有关的媒体报道和学术文献。此外，我们的扫描还包括对老师，校长，父母和社区领袖的访谈。还收集了学生对社区和校外多元文化的调查和代表。作者认为，此类信息对于教育学的发展至关重要，该教育学重视并促进了对儿童已经使用的习俗，图像，文字和符号的改造。

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