"There Wasn't a Conversation Going On" How Implicit Classroom Norms Can Short-circuit Language Learning in a Dual Language Classroom
Language Development, Dialogue, Dual Language
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.
Curriculum and Pedagogy
Paper Presentation in English
"There Wasn't a Conversation Going On"
Dr Renee DePalma
University of Sunderland
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.