Mediating Language Learning: Teacher Interactions With ESL Students in a Content-Based Classroom

By P. Gibbons. 2003

502 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6bc6fa058e1e41cbb396a316cc831277079b27a9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. K. Rajagopalan
4. R. Lyster
5. Lawrence Jun Zhang
6. Paul Thompson
7. K. Davin
8. M. E. Poehner

In Literature and Literary Theory

1. Masatoshi Sato
2. Kazuya Saito
3. Lawrence Jun Zhang
4. Paul Thompson
5. R. Lyster
6. K. Rajagopalan
7. K. Davin
8. M. E. Poehner

Citations in the corpus

• The Routledge Handbook of English for Academic Purposes (2016, background): “Gibbons (2003) has suggested that teacher–student interaction in the content-based ESL classroom is an area that warrants further research.”
• Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “This is a very important notion with regard to the ZPD in education, and while it has not been robustly explored in L2 instruction (although see Gibbons, 2003) it has been studied in the general SCT literature (e.g. Newman et al., 1989; Cole, 1996; Cole & Engeström, 1993).”
• Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, background): “While Poehner (2009) draws upon Gibbons (2003) to illustrate the concurrent approach to group DA, he notes that Gibbons ‘does not refer to DA but understands the exchanges as teaching-focused interactions that take account of the ZPD’ (p. 480). Theoretically, the difference between concurrent DA and”
• Oral corrective feedback in second language classrooms (2012, background): “…expeditious’ (Loewen & Philp 2006: 551) as well as propitious for fulfilling important discourse functions that help either to move lessons forward (Lyster 1998a) or to promote a shift towards a more academic register in content-based instructional contexts (Mohan & Beckett 2001; Gibbons 2003).”
• Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs* (2019, methodology): “However, instead of offering language mediation, as reported in other EMI studies (Gibbons 2003; Dafouz 2011; Basturkmen and Shackleford 2015), the teachers in this study were using code-switching to achieve effective communication and economy of speech.”
• The comprehending teacher: scaffolding in content and language integrated learning (CLIL) (2020, background): “The fourth theme is how teachers use discourse as a supportive tool to help students with tasks (cf. Gibbons 2003; Kayi-Aydar 2013).”
• The Impact of an Instructional Intervention on the Science and Language Learning of Middle Grade English Language Learners (2009, background): “…(e.g., signaling a need for clarification, giving the student an opportunity for self-correction, and supplying a recoded version), and recontextualizing personal knowledge (e.g., helping students use the proper register and more specificity in their explanations; Gibbons, 2003, p. 257).”
• 12. CONTENT-BASED INSTRUCTION: PERSPECTIVES ON CURRICULUM PLANNING (2004, background): “Gibbons (2003) investigated how teacher–student interactions in an Australian content-based science classroom (focusing on magnetism) contribute to 9- and 10-year-old ESL students’ language development.”