Heather M Meston
Biographic Data
| ID | 5998750 |
|---|---|
| NAME | Heather M Meston |
| GIVEN NAMES | Heather M |
| FAMILY NAME | Meston |
| SIGNATURE | MESTON H M |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0003-3578-2957 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Pedagogy of Possibility
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students dem…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
They’re the Ones Who Hold the Answers”
Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk‐based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the concepti…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
They’re the Ones Who Hold the Answers”
Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk‐based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the concepti…
Pedagogy of Possibility
We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students dem…
Linguistic Cartography
To inform the design of humanizing pedagogies that draw on the whole of learners’ linguistic resources, educators must come to know students as language users, and, more centrally, support students to become aware of the dynamism of their own linguistic repertoires. We highlight one instructional approach—“linguistic cartography”—for making these language resources visible. Linguistic cartography engages participants in mapping and reflecting on …
Teaching ‘Register Overlap
Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students’ additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English wit…
EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Pedagogy (4 works) · Psychology (4 works) · Mathematics education (3 works) · Multilingual Education and Policy (3 works) · Sociology (3 works) · Second Language Learning and Teaching (2 works) · Affordance (1 work) · Anthropology (1 work)