[EDLING:801] Re: looking for article(s)

[Miriam E Ebsworth]

Hi Manka,
The article I mentioned was called
"Learning English with an Invisible Teacher"
co-authored with S. Shuller and J. Bodman. 1987. System. 15:2, 209-216.
I hope it's useful.
Best,
Miriam



----- Original Message -----
From: Miriam E Ebsworth <mee1 at nyu.edu>
Date: Thursday, May 5, 2005 0:30 am
Subject: [EDLING:798] Re: looking for article(s)

> Manka, I've just remembered that Caleb Gattengno of Silent Way fame
> produced a videotape that had no teacher modeling at all- just
student
> language.  I'll follow up on this as it may be relevant to your
> question.Best,
> Miriam
>
> Miriam Eisenstein Ebsworth, Ph.D.
> <MEE1 at nyu.edu>
> Director of Doctoral Programs in Multilingual Multicultural Studies
> New York University
>
> ----- Original Message -----
> From: sicola at dolphin.upenn.edu
> Date: Wednesday, May 4, 2005 10:57 pm
> Subject: [EDLING:797] Re: looking for article(s)
>
> > If I'm not mistaken, the Long & Porter article addresses whether
> or
> > not NNSs
> > working together will pick up each other's non-targetlike
> > interlanguage forms.
> > (Conclusion: no. Support: in favor of group work even if all
> > members are NNSs,
> > whether the subject is ESL or content areas, for various
> reasons.)
> > A goal is to
> > look at the argument for group work vs. teacher-centered
> > instruction, a-la major
> > debates of the '80s. It does not significantly address what
> happens
> > if a teacher
> > uses non-standard forms, though it is a great article in its own
> > right.
> > Laura
> >
> > Quoting Masa Suzuki <msuzuki at ordinate.com>:
> >
> > > Manka,
> > >
> > > What you might be looking for is the following article:
> > > Long, M. and Porter, P., (1985). Group work, interlanguage
> talk and
> > > classroom second language acquisition. TESOL Quarterly, 19, 2,
> > pp. 207-
> > > 228.
> > >
> > >
> > > Hope this is it.
> > > masa
> > >
> > > -----Original Message-----
> > > From: owner-edling at ccat.sas.upenn.edu
> > > [mailto:owner-edling at ccat.sas.upenn.edu] On Behalf Of M van
> Naerssen> > Sent: Wednesday, May 04, 2005 5:34 PM
> > > To: edling at ccat.sas.upenn.edu
> > > Subject: [EDLING:794] Re: looking for article(s)
> > >
> > > Manka,
> > > Hi--isn't a piece of this who the learner's peers are?  The
> > research on
> > > influence of peers showed that it is stronger than that of the
> > teacher.> I
> > > don't have time to look it up, but maybe in Gass and Selinker
> in
> > the
> > > affective or socio-cultural sections.
> > >
> > > Not all of the puzzle but there has to be some exposure, some
> input,> > for
> > > the learners to begin hypothesizing about.
> > >
> > > Just a quick thought.
> > > Margaret
> > > sounds like there have been parental complaints and
> supervisors/
> > > superintendents may be looking for an excuse to get rid of
> > someone or at
> > >
> > > least some way of dealing with parental complaints.
> > >
> > > ----- Ori
> > > ginal Message -----
> > > From: "Manka M. Varghese" <mankav at u.washington.edu>
> > > To: <edling at ccat.sas.upenn.edu>
> > > Sent: Wednesday, May 04, 2005 1:43 PM
> > > Subject: [EDLING:793] looking for article(s)
> > >
> > >
> > > > Dear colleagues,
> > > >
> > > > I am looking for an article or more around the following
> issue -
> > I
> > > have
> > > > had supervisors in schools in the United States ask me whether
> > > students
> > > > who are learning from a teacher who speaks her variety of
> > English but
> > > who
> > > > does not use all aspects of Standard American English
> English
> > (e.g.> "s"
> > > > for plurals, lack of articles, etc.) will tranfer that to
> their
> > own
> > > > language development.  I remember from my SLA classes and
> readings> > that
> > > > they do not - would any of you be able to help me with locating
> > > articles
> > > > regarding this?
> > > >
> > > > Thank you.
> > > >
> > > > Manka M. Varghese
> > > > Assistant Professor
> > > > Language, literacy, and culture
> > > > University of Washingon
> > > > College of Education
> > >
> > >
> >
> >
> > --
> >
> >
>
>