"There Wasn't a Conversation Going On" How Implicit Classroom Norms Can Short-circuit Language Learning in a Dual Language Classroom

By:
Dr Renee DePalma
To add a paper, Login.

The teacher in this study explicitly advocates conversation as a means of language development, yet her other, often implicit, classroom goals impeded the development of conversation.


Keywords: Language Development, Dialogue, Dual Language
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: "There Wasn't a Conversation Going On"


Dr Renee DePalma

University of Sunderland
UK

Renee received her Ph.D. in Education from the University of Delaware, USA. After spending a year and a half in a post-doctoral teaching position in the US, she moved to Vigo, Spain. Her research and teaching interests focus on critical pedagogy, the education of immigrants (particularly language-minority children), and effective teaching practices for multicultural education in preservice teacher training programs. Renee has taught multicultural education courses at both the graduate and undergraduate level. She helped to develop and maintain the University of Delaware's after school program "La Red Mágica" where preservice teachers work with Latina/o children in an informal learning community as part of their multicultural course practicum.

Ref: L05P0132