摘要:

In this article, I attempt to deal with some of the complexities of text, ownership, memorization, and plagiarism. Arguing that plagiarism cannot be cast as a simple black‐and‐white issue, the prevention of which can be achieved via threats, warnings, and admonitions, I suggest that it needs to be understood in terms of complex relationships between text, memory, and learning. This is part of an attempt to explore more generally different relationships between learning, literacy, and cultural difference. I look first at the background to the notion of authorship and ownership of text, arguing that the way ownership and creativity are understood within European and U.S. contexts needs to be seen as a very particular cultural and historical development. By looking at shifting premodern, modern, and postmodern understandings of text and authorship, I show how the dominant modernist paradigm has always been filled with tensions and ambiguities. Then I discuss how these confusions around plagiarism lead to difficulties and hypocrisies in how textual borrowing is understood. I follow this examination of the development of the Western notion of textual ownership with a consideration of what it means to impose this view in a context where understandings of texts, ownership, and learning may be very different. By looking at learning in a Chinese context and also at the particularities of studying in Hong Kong, I show why we need much more subtle appreciations of the relationships between different approaches to texts. Finally, I discuss some general implications for understanding text, ownership, and learn

ISSN:0039-8322    

DOI:10.2307/3588141

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Teacher education programs must begin to foster in beginning teachers of all disciplines new images of collaboration, involvement, and inquiry—images of classroom environments where students of all cultures engage in interdisciplinary activities and construct knowledge rooted in their own personal experiences. The high number of language minority students who score below the national norm in mathematics and science and avoid careers in these areas underscores the fact that uncoordinated instruction has had negative ramifications on the academic success of these students. Collaboration between ESOL teachers and teachers of other subject areas is imperative. Teacher education programs must reevaluate current pedagogical orientations and reorganize to prepare teacher candidates of all disciplines for coordinated interdisciplinary education for all students. This article describes the evolution of a collaborative initiative involving undergraduate and graduate students in two teacher education programs at the State University of New York at Stony Brook. This collaboration, motivated by constructivist approaches, integrates language pedagogy and science instruction. It is based on the premise that if teachers are to collaborate in schools and create enhanced interdisciplinary classroom environments that better foster students' linguistic and academic growth, they must experience such pedagogy in teacher education programs at the universit

ISSN:0039-8322    

DOI:10.2307/3588142

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

This article explores how the Learning Together form of cooperative learning influenced opportunities for acquiring academic English by L2 learners in a 6th‐grade social studies classroom. Our findings present a complex picture. Cooperative learning gave L2 learners a wide range of opportunities to acquire academic English. They gave and received help with academic terms, difficult academic concepts, and para‐academic knowledge. They were exposed to and produced lexical and conceptual explorations and homonymic word associations. They received help with conventions of written English. They used language for self‐help and were invited by their peers to contribute more to the group. Many of these categories included both input and output opportunities, with L2 learners helping others as much as they were helped. However, except for help with decoding academic terms, the various kinds of opportunities occurred relatively infrequently. Moreover, there were some missed opportunities and some negative input. Several local contextual features (e.g., students' definitions of the task, features of the task, and participant structures) helped us understand the complex picture we found. Our findings suggest that (a) developers and disseminators need to take context into account, and (b) teachers who want to maximize the benefits of cooperative learning in support of second language acquisition (SLA) need to have a broad understanding of academic language, include SLA in their instructional goals, structure classroom tasks to support the desired opportunities for L2 learners, monitor what is happening in the groups, and fine tune their implementation if they are not getting what they

ISSN:0039-8322    

DOI:10.2307/3588143

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

In recent years, there has been a growing interest in general research on teaching as well as research on L2 teachers, in the mental images, thoughts, and processes teachers employ while they teach. These mental processes are believed to provide interpretative frames which teachers use to understand and approach their own teaching. This article focuses on the nature and role of teaching principles. Observations of teachers and conversations with them about how they conduct their lessons suggest that teachers develop personal principles which inform their approach to teaching. These principles function like rules for best behaviour, or maxims, and guide many of the teachers' instructional decisions. The nature of teachers' maxims is discussed through analysis of teachers' accounts of their teaching and lesson protocols. Teachers' maxims appear to reflect cultural factors, belief systems, experience, and training, and the understanding of which maxims teachers give priority to and how they influence teachers' practices is an important goal in teacher development. Implications for teacher education are discussed.The final source of the knowledge base [of teaching] is the least codified of all. It is the wisdom of practice itself, the maxims that guide (or provide reflective rationalization for) the practice of able teachers. (Shulman, 1987, p. 11)

ISSN:0039-8322    

DOI:10.2307/3588144

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Survey research on academic skills that ESL students need to function effectively at English‐speaking universities has, for the most part, focused extensively on reading and writing skills. Complementary research on subject‐matter instructors' perceptions of linguistic/academic problems of ESL students has similarly emphasized literacy tasks. The present study therefore investigates college/university professors' views on ESL students' difficulties with listening/speaking tasks.Content‐area instructors at four different institutions and in a variety of academic disciplines responded to questions and provided comments about their ESL students' aural/oral skills. Respondents felt that their ESL students have great difficulty with class participation, asking and responding to questions, and general listening comprehension (as opposed to lecture comprehension). They also suggested strongly that ESL instructors strive for authenticity in their EAP activities, specifically that they give students opportunities to practice listening to real lectures by a variety of speakers, interact with native speakers, and cope with genre‐specific vocabulary, reading materials, and writin

ISSN:0039-8322    

DOI:10.2307/3588145

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3588146

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3588147

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3588148

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3588149

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3588150

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY