ERIC Number: EJ1402239
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0790-8318
EISSN: EISSN-1747-7573
Over-Framing: Interrogating Sentence Frames as Pedagogical Support vs. Language Restriction
Barko-Alva, Katherine; Chang-Bacon, Chris
Language, Culture and Curriculum, v36 n4 p422-438 2023
Sentence frames are a frequently used form of pedagogical scaffolding in language education. Yet there is debate around whether sentence frames offer the opportunity for analysis and internalisation of authentic language use, or simply facilitate rote, 'plug and play' language use. This paper takes a linguistic ethnography approach informed by case study methodology to explore the use of sentence frames in a dual language bilingual education (DLBE) setting. Data were collected across 78 h of field observations and 15 h of interviews conducted over one school year. Classroom observations and interviews were conducted in both Spanish and English. Findings point to the frequency with which the use of sentence frames can perpetuate a phenomenon we describe as over-framing. Specifically, our findings demonstrate tensions between a teacher's introduction of sentence frames as a 'fill in the blank' format, as opposed to an opportunity to develop language awareness through breaking down and exploring frames with students collaboratively. We provide recommendations for shifting the field's approach to the use of sentence frames in future research and practice.
Descriptors: Sentences, Scaffolding (Teaching Technique), Language Usage, Spanish, Ethnography, Second Language Learning, Second Language Instruction, English (Second Language), Bilingual Education Programs, Metalinguistics, Teaching Methods, Elementary School Students, Teacher Attitudes, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A