TY  - BOOK
AU  - Toohey,Kelleen
TI  - Learning English at school: identity, social relations, and classroom practice 
T2  - Bilingual education and bilingualism
SN  - 1853594814
AV  - PE1128.A2 T63 2000
U1  - 428.007 21
PY  - 2000///
CY  - Clevedon [England], Buffalo
PB  - Multilingual Matters
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
KW  - Social aspects
KW  - Language and education
KW  - United States
KW  - Education, Bilingual
N1  - Includes bibliographical references and index; Acknowledgements --; Introduction --; 1; Framing Story: Theory, Setting and Methodology --; Learners and Learning in Second Language Acquisition Research --; Learners as Socially/Historically/Politically Constructed --; Learning as Socially/Historically/Politically Constructed --; The Sociality of Development --; The Dialogic Perspective --; Communities of Practice --; Research Questions --; The Research Site --; Methodology --; 2; Kindergarten Stories --; Life in Kindergarten --; The Children's Stories --; Coda --; 3; Constructing School Identities: Kindergarten Meta-stories --; Being a Child/Becoming a Student --; Aspects of School Identity --; 4; 'Break them up, take them away': Practices in the Grade 1 Classroom --; Sitting in Your Own Desk --; Using Your Own Things --; Using Your Own Words and Ideas --; 5; Discursive Practices in Grade 2 Language Arts Lessons --; Language Arts Lessons --; Recitation sequences --; Teacher-Mandated Partner and Small Group Conversations --; Student-Managed Conversations --; 6; Appropriating Voices and Telling Stories --; Identity, Resource Distribution and Discourse Practices in Classrooms --; Access to Voice --; Facilitating Access --; Instructional Conversations --; The Politics of Representation --; Conversations, Not Collaborations --; Future SLA Research --; References --; Index
N2  - "This book focuses on a common set of circumstances in Canada, the United States, Britain, Australia and New Zealand in which increasing numbers of young children from minority language backgrounds are taught in mainstream English-medium classrooms. It provides a longitudinal ethnography of a group of children learning English in a Canadian school, from the beginning of kindergarten to the end of Grade 2. Throughout, sociocultural, poststructural and critical theories inform examinations of the children's classrooms as communities that have specific practices. Data collected in each of the three grades are used to explore how practices with respect to identity construction, resource distribution, and discursive organization affect the children's possibilities for learning English."--Jacket
ER  -