Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses

By Patricia A. Duff. 2001

174 citations recorded by the source corpus.

Subfields: Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/96d2998eca274cdce0fb149cb6f43587d7410cee

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Citations in the corpus

Content-Based Reading and Writing for Critical Thinking Skills in an EFL Context (2007, background): “It also provides students with study skills which enable them to express a range of critical perspectives on social issues and to engage in quick-paced interactions (Duff, 2001).”
The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms (2014, unknown): “Email: ana.llinares@uam.es The Language Learning Journal, 2014 Vol. 42, No. 2, 181–194, http://dx.doi.org/10.1080/09571736.2014.889509 Dalton-Puffer 2007; Duff 2001; Genesee 1987; Hoare and Kong 2008; Lyster 2007; Musumeci 1996).”
12. CONTENT-BASED INSTRUCTION: PERSPECTIVES ON CURRICULUM PLANNING (2004, background): “Duff (2001a) conducted an ethnographic study of a secondary social studies class and determined that students not only needed to be able to succeed in a variety of speaking, reading, and writing tasks, but they also “needed a current knowledge of popular North American culture, mass media, and…”
Uninvited Guests: The Influence of Teachers’ Roles and Pedagogies on the Positioning of English Language Learners in the Regular Classroom (2008, background): “Due to the expedited mainstreaming of ELLs from English as a second language (ESL) classes to regular classes, new research is examining their experiences in both classes (Duff, 2001).”
Content-based language teaching: Convergent concerns across divergent contexts (2011, background): “The call for increased professional development is urgent because the odds are such that most teachers working in CBLT contexts have been trained to teach either language or a nonlanguage subject area, but not both, even though for years there has been a growing consensus in the research literature ”
Negotiating Participation and Identity in Second Language Academic Communities. (2004, background): “…the situated or socially and temporally constructed process by which newcomers become socialized into academic discourses at various levels of schooling (e.g., Belcher, 1994; Casanave, 1992, 1995; Duff, 2001, 2002; Harklau, 1999, 2000; Morita, 2000; Prior, 1998; Spack, 1997; Toohey, 2000).”