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ERIC Number: ED628519
Record Type: Non-Journal
Publication Date: 2023-Jan
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Midadolescents' Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education
Grantee Submission
Which theoretical and empirical insights can inform language-in-education research that advances equitable and high-quality learning at school? In this three-part article, I first draw from various sources to foreground the urgent need to counteract linguicism and epistemic injustices and to commit to more just and rigorous scientific practices in research and education. Based on findings from my own research, I then argue that more just and rigorous practices need to attend to midadolescents' individual differences in language learning. In response, I present insights from recent innovative evidence-based pedagogical frameworks and tools that reveal promising paths forward. I close by calling for research with a dual focus on equity and rigor that supports moving away from "pedagogies of silence," which silence marginalized students' voices, damaging their identities and obstructing their learning, towards "pedagogies of voices," which affirm all learners' voices while amplifying their language repertoires and their critical learning. [This is the online version of an article published in "Language Learning" (ISSN 0023-8333).]
Related Records: EJ1404093
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A190034; R305A170185
Author Affiliations: N/A