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首页> 外文期刊>Language and education >Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom
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Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

机译：淹没在主流中？新西兰小学教室里一个移民学习者的案例研究

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摘要

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection.
机译：来自不同语言背景的移民儿童在进入主流英语中级课堂时不仅面临语言挑战，而且在适应陌生的学习社区方面也遇到困难。新西兰小学教室的文化通常反映了三个方面的惯例：互动，教学任务表现和认知-学术发展。这三个方面均由语言社会化所涉及的文化特定的话语约定所支撑。同学或他们的老师可能会帮助新学习者了解并成功使用这些约定，但任由他们独自沉没，而不是游泳。这是一个台湾11岁男孩“约翰”的案例研究，他在学年中途进入新西兰的小学教室。约翰的基本会话能力是健全的，但是他不具备在新的学习文化中进行操作所需要的交互式课堂技能。从更广泛的课堂研究中选择出来，从社会文化和语言社会化理论的角度解释了约翰与老师和同学几个月来互动的录音摘录的笔录数据。本文最后简要考虑了约翰在多大程度上构建了有意义的学习经验，或受其限制来构建有意义的学习经验，并提出了进一步研究和反思的建议。

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