SLA/ESL book recommendation

[azentella]

Very good school and language issues , and analysis of five students' lives in California: LEARNING AND NOT LEARNING ENGLISH. By Guafalupe Valdes. 



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-------- Original message --------
From: "Talmy, Steven" <steven.talmy at UBC.CA> 
Date: 11/13/2013  9:43 PM  (GMT-08:00) 
To: LINGANTH at LISTSERV.LINGUISTLIST.ORG 
Subject: Re: SLA/ESL book recommendation 
 
Hi Steve,

For that school perspective, one option might be Kelleen Toohey's /Learning English 
at school: Identity, social relations, and classroom practice/ (2000, Multilingual 
Matters). It's quite short though, and specific to K-2, so you might supplement with 
articles (far more article-length ethnographies of ESL than books). A few 
possibilities for articles (all K-12, all North American, including my own (Netta, 
thanks)):

Cole, K., & Zuengler, J. (2003). Engaging in an authentic science project: 
Appropriating, resisting, and denying "scientific" identities. In R. Bayley & S. R. 
Schecter (Eds.), /Language socialization in bilingual and multilingual societies/ 
(pp. 98--113). Clevedon, UK: Multilingual Matters. [High school]

Duff, P. A. (2002). The discursive co-construction of knowledge, identity, and 
difference: An ethnography of communication in the high school mainstream. /Applied 
Linguistics, 23/, 289--322. [High school; ESL students in mainstream classes]

Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning 
environments. /TESOL Quarterly, 28/, 241--272. [High school]

McKay, S. L., & Wong, S.-L. C. (1996). Multiple discourses, multiple identities: 
Investment and agency in second-language learning among Chinese adolescent immigrant 
students. /Harvard Educational Review, 66/, 577--608. [Junior high school]

Miller, E. R., & Zuengler, J. (2011). Negotiating access to learning through 
resistance to classroom practice. /The Modern Language Journal/, /95/, 130--147. 
doi:10.1111/j.1540-4781.2011.01273.x [High school]

Talmy, S. (2008). The cultural productions of the ESL student at Tradewinds High: 
Contingency, multidirectionality, and identity in L2 socialization. /Applied 
Linguistics, 29/, 619--644. [High school]

Talmy, S. (2009). Forever FOB?: Resisting and reproducing the Other in high school 
ESL. In A. Reyes & A. Lo (Eds.), /Beyond Yellow English: Toward a linguistic 
anthropology of Asian Pacific America/ (pp. 347--365). New York: Oxford University Press.

Talmy, S. (2009). "A very important lesson": Respect and the socialization of 
order(s) in high school ESL. /Linguistics and Education, 20,/ 235--253. 
doi:10.1016/j.linged.2008.10.002

Talmy, S. (2010). Achieving distinction through Mock ESL. In G. Kasper, H. Nguyen, D. 
Yoshimi, & J. Yoshioka (Eds.), /Pragmatics and Language Learning 12/ (pp. 215--254). 
Honolulu: National Foreign Language Resource Center.

Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 
socialization. /TESOL Quarterly, 29/, 473 -- 503. [Elementary school]


All best,

Steven


Steven Talmy, Ph.D.
Associate Professor and Deputy Head

Language & Literacy Education
University of British Columbia
2125 Main Mall
Vancouver, BC V6T 1Z4
Canada

Ponderosa E 221
(604) 822-2353

Home page <http://faculty.educ.ubc.ca/talmy/>| LLED website <http://lled.educ.ubc.ca>



On 11/13/2013 1:01 PM, Steve Bialostok wrote:
> I am teaching sociolinguistics and social literacies this spring and need a book - preferably ethnographic - that examines this topic. Not necessarily (or even at all) from the school perspective. The class is a combination of upper division undergrads, masers and doc students. There are a surprising number of them who are getting their ESL endorsement, and I'd really like to have them read something beyond the standard ESL/SLA materials. Again, any ethnography would be great.
>
> Thanks,
> Steve