Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers

By P. Gibbons. 2006

298 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c0beaa59ac36121b84148055bcfa9e301ee52a29

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Citations in the corpus

(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, methodology): “When teachers use the Language Spectrum to consider how they scaffold language learning over time, they can provide access to every student because the rules of the game are apparent to everyone (Gibbons, 2006, 2008).”
What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening (2011, background): “Gibbons (2006) has analysed the bridging role of talk between teachers and students as coconstructed discourse and Swain (2006) has applied Vygotsky’s ideas to language learning, from which she developed the concept of languaging, i.e., using language as a cognitive tool in the making of meaning.”
A conceptualisation of whole‐class scaffolding (2013, background): “Second language learners are to become part of a certain community in which they learn to understand and express the language belonging to that community (Gibbons, 2006).”
The Role of Metalanguage in Supporting Academic Language Development. (2013, background): “…in meaningful activities to support language development has a long history in SLA research and has recently been connected with other theoretical perspectives grounded in social views of language (e.g., Gibbons, 2006; Watson-Gegeo & Nielsen, 2003; Young, 2008; Zuengler & Miller, 2006).”
Integrating Science And English Proficiency For English Language Learners (2013, background): “Discourse strategies focus specifically on the teacher’s role in facilitating ELLs’ participation in classroom discourse (Gibbons, 2006).”