How 'Language-aware' are lesson studies in an East Asian high school context?

How 'Language-aware' are lesson studies in an East Asian high school context?

• Walker, Elizabeth Hong Kong Institute of Education

Language and Education, 25(3), 187-202, 2011

Routledge

2011

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• F 教與學
  • FH 教室溝通

Academic Literacy Functional Linguistics Language in Education Education & Educational Research Linguistics

• Hong Kong

• 1997.7 onwards

• 中學教育

Educators worldwide have been attracted by lesson study for its teaching and learning enhancement potential. However, some believe it takes for granted language, out of which all teaching and subject matter are made. Employing a functional linguistics lens in an analysis of two second language science lesson studies, called 'learning' studies in Hong Kong, the paper evaluates the extent of a language-aware perspective in the studies. The data are recordings of the most polished lessons in the lesson study cycles, with planning, teaching and testing materials from post-study presentations. Minimal evidence of a language-aware perspective was found. That is, the academic 'content' was de-contextualized in that lessons focused on propositional knowledge rather than its academic cultural use in explaining, reporting or discussing science; and attention to the cognitive academic language (CAL) construing the science was negligible. The teachers' CAL seemed unplanned and students' CAL development was largely ignored. Some recommendations are made and significant implications of the findings are addressed.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2011.555557]

• 英文

期刊論文

• 09500782

• 10.1080/09500782.2011.555557

https://bibliography.lib.eduhk.hk/tc/bibs/803655c9

2014-07-11