Academic Paper |
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| Title: | Bridging Discourses in the ESL Classroom: Students, Teachers, and Researchers. Pauline Gibbons. New York: Continuum, 2006. Pp. 256. $60.00 paper. |
| Author: | Jingjing Qin |
| Institution: | Northern Arizona University |
| Linguistic Field: | Not Applicable |
| Abstract: | In English-speaking countries with large numbers of immigrants, like the United States and Australia, children from non-English-speaking families are very likely to encounter difficulties in learning English and content knowledge simultaneously. In particular, one of the greatest challenges for English as a second language (ESL) children lies in their tendency to use everyday language (i.e., language acquired in informal situations, such as playing) in academic settings. Gibbons' work presents a research project that examines real-life content-based classroom interactions in which ESL children's English and content knowledge learning are facilitated. It makes an invaluable contribution to the effort to help ESL learners make a successful transition from everyday informal language to specialized academic registers. |
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This article appears in Studies in Second Language Acquisition Vol. 30, Issue 2, which you can read on Cambridge's site or on LINGUIST . |
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