Cooperative principles, computers, and classroom language

Kapitel in diesem Buch

1. I-VI I
2. Part I: Language issues in wilder contexts
3. Introduction 3
4. The logical bases of linguistic prescriptivism: A parallel between Classical grammarians and Moslem legal theorists 5
5. A methodological check on three cross-polity studies of linguistic homogeneity/heterogeneity 21
6. Aménagements de frontière et datations des changements phonologiques 31
7. L’etat, gardien de la langue: A diachronic view of language policy and planning in Québec 39
8. Part II: Developments in second language pedagogy
9. Introduction 55
10. Interaction: The prelude to communication 57
11. The scenario: Its use in interactive second language instruction 71
12. Four conversations: Task variation and classroom learner discourse 85
13. What do we know about effective second language teaching? 107
14. Second language teaching methodologies: Past influences, current practices, future trends 117
15. Communicative syllabus design 129
16. Teaching across academic cultures: Toward an anthropology of ESL 151
17. Part III: Research in the second language classroom
18. Introduction 171
19. Some observations on progress in research in second language learning and teaching 173
20. Discourse processes in the second language classroom 191
21. Tapping the peer interaction resource 209
22. ESL children and children's literature 233
23. Cooperative principles, computers, and classroom language 247
24. Part IV: Bilingual education for language minority students
25. Introduction 265
26. Preparing teachers for effective bilingual instruction 267
27. Competencies for teachers of language minority students 281
28. The role of Spanish language varieties in the bilingual classroom 293
29. Getting to higher ground: The development of thinking skills for Spanish-speaking students 317
30. Lesson design for teachers of language minority students: Insights from a case study of curriculum development 335
31. Using qualitative research to shape policy and promote effective practice in bilingual education: The case of Connecticut 359
32. Part V: The testing of language proficiency
33. Introduction 381
34. Testing linguistic and communicative proficiency: The case of reading comprehension 383
35. On teaching and testing learner proficiency in the case of foreign languages used in a diglossic situation 409
36. The validation of oral performance tests for second language learners 423
37. Part VI: Home and school contexts for language learning
38. Introduction 441
39. Ethnolinguistic minority groups and literacy: Tom, Dick and Harry at home and at school 443
40. Using the ethnography of African-American communications in teaching composition to bidialectal students 465
41. Home and school contexts for language development: The experience of two Mexican-American preschoolers 487
42. Relating experience and text: Socially constituted reading activity* 511
43. Recasting frames: Latino parent involvement 529
44. Author Index 553
45. Subject Index 561