KaydedilenlerDerginizi ekleyin

Dergiler / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 33 - Sayı: Özel Sayı

Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation

Maria Vanessa AUS DER WIESCHEN
Sayfa
156–178
Yayın Tarihi
2022-10-19
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The analysis of EFL teachers’ practices of doing differentiation in teaching-in-interaction of Young Learners of EFL in Denmark contributes to our understanding of differentiation in language classrooms

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This study investigates if and how primary school teachers of English as a foreign language (EFL) to young learners in Denmark interact in everyday classroom interaction with students who - according to a receptive vocabulary test - differ vastly in their English skills.
📊
Temel Bulgular & Veri:Using Conversation Analysis, the study looks at how students present themselves in terms of claimed and demonstrated proficiency, epistemic displays, and willingness to participate, and at teachers’ methods to engage in interactions with these children, for example when they select them as next speakers.
💡
Sonuç & Katkı:The analysis of EFL teachers’ practices of doing differentiation in teaching-in-interaction of Young Learners of EFL in Denmark contributes to our understanding of differentiation in language classrooms
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

This study investigates if and how primary school teachers of English as a foreign language (EFL) to young learners in Denmark interact in everyday classroom interaction with students who - according to a receptive vocabulary test - differ vastly in their English skills. Using Conversation Analysis, the study looks at how students present themselves in terms of claimed and demonstrated proficiency, epistemic displays, and willingness to participate, and at teachers’ methods to engage in interactions with these children, for example when they select them as next speakers. The analysis focuses on how the categories “strong” and “weak student” are co-constructed by both the teacher, the student in question, and their classmates. It seems that membership in one of these groups is written in stone, as students are not given many opportunities to be reassessed, even though continuous assessment is a prerequisite for successful differentiation. The analysis of EFL teachers’ practices of doing differentiation in teaching-in-interaction of Young Learners of EFL in Denmark contributes to our understanding of differentiation in language classrooms

🔖

Bu Makaleye Atıf Yap

WIESCHEN, M. V. A. D. (2022). Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 33 - Sayı: Özel Sayı, 156–178. https://ajindex.com/articles/531689

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (4)

  1. Amir, A., & Musk, N. (2013) Language policing: micro-level language policy-in-process in the foreign language classroom, Classroom Discourse, 4(2), 151-167, DOI: 10.1080/19463014.2013.783500 aus der Wieschen, M. V. (2017). Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom. PhD Thesis: University of Southern Denmark. aus der Wieschen, M. V., & Eskildsen, S. W. (forthc.). Embodied and occasioned learnables and teachables in an early EFL classroom. In H. Nguyen & T. Malabarba (Eds.), Conversation Analytic Perspectives on English Language Learning and Teaching in Global Contexts: Constraints and Possibilities. Multilingual Matters. aus der Wieschen, M. V., & Sert, O. (2018). Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2018.1447544 Balaman, U. (2016). A Conversation Analytic Study on the Development of Interactional Competence in English in an Online Task-Oriented Environment. PhD Thesis: Hacettepe University. Black, P. & Wiliam, D. (1998). Inside the black box - raising standards through classroom assessment. London: King’s College London. Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. doi:10.1007/s11092-008-9068-5
  2. Cadierno, T. & Eskildsen, S. W. (2017). The younger, the better?: a usage-based approach to learning and teaching of English in Danish primary schools. European Journal for Applied Linguistics. doi: 10.1515/eujal-2017-0018
  3. Danmarks Evalueringsinstitut. (2011). Undervisningsdifferentiering som bærende pædagogisk princip: en evaluering af sammenhænge mellem evalueringsfaglighed og differentieret undervisning. Copenhagen: EVA. Retrieved from https://www.eva.dk/projekter/2010/undervisningsdifferentiering-ifolkeskolen/projektprodukter/undervisningsdifferentiering-som-baerende-paedagogisk-princip/download
  4. Dobson, S. & Engh, R. (2010). Vurdering for læring i fag. Kristiansand: Høyskoleforlaget. Drew, P. (1991). Asymmetries of knowledge in conversational interactions. In I. Marková and K. Foppa (Eds.) Asymmetries in Dialogue. Hemel Hempstead: Harvester Wheatsheaf. Drew, P. & Heritage, J. (1992). Analyzing talk at work: an introduction. In P. Drew & J. Heritage (Eds.), Talk at work: interaction in institutional settings (pp