Seeing the invisible: Situating L2 literacy acquisition in child-teacher interaction

被引：6

作者：

Blanton, LL ^{[1
]}

机构：

[1] Univ New Orleans, Dept English, New Orleans, LA 70148 USA

来源：

JOURNAL OF SECOND LANGUAGE WRITING | 2002年 / 11卷 / 04期

关键词：

emerging biliteracy; synchronicity; ethnography;

D O I：

10.1016/S1060-3743(02)00089-9

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

The author revisits her earlier qualitative research on ESL children's emergence into literacy, which she conducted with 5- and 6-year olds at a multilingual K-12 school in Casablanca, Morocco. Through further reflection and study, she arrives at the notion of "synchronicity" - a dynamic oneness between teacher and child - as the distinguishing feature of three classrooms where children's literacy development was taking place at an extraordinary pace. This work presents readers with new insights into the affective complexities of child-teacher interaction and its role in literacy development. (C) 2002 Elsevier Science Inc. All rights reserved.

引用

页码：295 / 310

页数：16

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