Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners

Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners

When English as a Second Language (ESL) teachers team up with academic-subject teachers to teach English second language (L2) learners, one naturally asks: What expertise can ESL teachers offer teachers of academic subjects? Answers abound in the Teaching of English to Speakers of Other Languages (T...

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Main Author: June Wai
Format: Article
Language:English
Published: Columbia University Libraries 2008-05-01
Series:Studies in Applied Linguistics & TESOL
Online Access:https://journals.library.columbia.edu/index.php/SALT/article/view/1503
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spelling doaj-bf7866b3ac83456aaf80453e297d42ce2020-11-25T02:08:26ZengColumbia University LibrariesStudies in Applied Linguistics & TESOL2689-193X2008-05-018110.7916/salt.v8i1.1503Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 LearnersJune WaiWhen English as a Second Language (ESL) teachers team up with academic-subject teachers to teach English second language (L2) learners, one naturally asks: What expertise can ESL teachers offer teachers of academic subjects? Answers abound in the Teaching of English to Speakers of Other Languages (TESOL) literature. A prototypical answer is given in Arkoudis’ (2003) study on the genetics lesson planning work shared by two high school teachers, one ESL and one science. For the ESL teacher, her epistemological authority rests on an understanding of second language acquisition (SLA). For the science teacher, his epistemological authority rests on an understanding of Mendelian genetics. Therefore, the ESL teacher’s role is based on language, while the science teacher’s role is based on science content. https://journals.library.columbia.edu/index.php/SALT/article/view/1503
collection DOAJ
language English
format Article
sources DOAJ
author June Wai
spellingShingle June Wai
Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
Studies in Applied Linguistics & TESOL
author_facet June Wai
author_sort June Wai
title Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
title_short Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
title_full Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
title_fullStr Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
title_full_unstemmed Learning as Discursive Apprenticeship into Academic Communities of Practice: Implications for Academic-subject Instruction for English L2 Learners
title_sort learning as discursive apprenticeship into academic communities of practice: implications for academic-subject instruction for english l2 learners
publisher Columbia University Libraries
series Studies in Applied Linguistics & TESOL
issn 2689-193X
publishDate 2008-05-01
description When English as a Second Language (ESL) teachers team up with academic-subject teachers to teach English second language (L2) learners, one naturally asks: What expertise can ESL teachers offer teachers of academic subjects? Answers abound in the Teaching of English to Speakers of Other Languages (TESOL) literature. A prototypical answer is given in Arkoudis’ (2003) study on the genetics lesson planning work shared by two high school teachers, one ESL and one science. For the ESL teacher, her epistemological authority rests on an understanding of second language acquisition (SLA). For the science teacher, his epistemological authority rests on an understanding of Mendelian genetics. Therefore, the ESL teacher’s role is based on language, while the science teacher’s role is based on science content.
url https://journals.library.columbia.edu/index.php/SALT/article/view/1503
work_keys_str_mv AT junewai learningasdiscursiveapprenticeshipintoacademiccommunitiesofpracticeimplicationsforacademicsubjectinstructionforenglishl2learners
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