Dominance and Peer Tutoring Sessions with English Language Learners

Autor/inn/en	Bell, Diana Calhoun; Elledge, Sara Redington
Titel	Dominance and Peer Tutoring Sessions with English Language Learners
Quelle	In: Learning Assistance Review, 13 (2008) 1, S.17-30 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Language Dominance; Tutor Training; Second Language Learning; Tutors; Content Analysis; Peer Teaching; English (Second Language); Tutoring; Native Speakers; Teaching Methods; Cooperation; Writing (Composition); Laboratories; Grammar; Revision (Written Composition) + Suchen Sie Ihr Suchwort? Sprachliche Dominanz; Zweitsprachenerwerb; Förderlehrer; Lehrender; Tutor; Inhaltsanalyse; Peer group teaching; Peer Group Teaching; English as second language; English; Second Language; Englisch als Zweitsprache; Förderkonzept; Nachhilfeunterricht; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Schreibübung; Laboratory; Laboratorium; Grammatik; Korrektur
Abstract	In order to better understand the complex dynamic that often occurs during writing center sessions between native English speaking (L1) tutors and English language learners (ELL), this study investigates linguistic dominance through time-at-talk, turn-taking, agenda-setting, and content analysis. We conclude that, in keeping with theory and practice of tutor training in inquiry-based pedagogy, ELL students and peer tutors vacillate between the linguistic dominant position, indicating that participants establish a collaborative and egalitarian environment. However, L1 tutors may experience dissonance because the agenda set by ELL students often focuses on surface features such as grammar and diction rather than on global revisions. (Contains 4 tables.) (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10