D Scott Enright
Biographic Data
| ID | 82061 |
|---|---|
| NAME | D Scott Enright |
| GIVEN NAMES | D Scott |
| FAMILY NAME | Enright |
| SIGNATURE | ENRIGHT D S |
| AFFILIATIONS | Georgia State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 1988 |
| H-INDEX | 2 |
Children and ESL: Integrating Perspectives
U Lindfors (1984) has pointed out a serious misperception concerning first language learning. Teachers, researchers, parents, and even children confuse how language is taught with how it is learned. Lindfors cites Shuy (1981) as one leading researcher who confuses language learning with language teaching. Shuy presents child as beginning with accesses to reading (letter-sound correspondences, word parts, etc.) and moving toward meaning, which is …
Integrating English: Developing English Language and Literacy in the Multilingual Classroom
Children and ESL: Integrating Perspectives
On Eliciting Information: Dialogues with Child Informants
This article describes some of the characteristics of questions as they uniquely operate in the ethnographic interview setting. The discussion centers on the dual nature of questions and on their formulation, with specific attention paid to issues of assumptions, categories, and scope. The insights presented on ethnographic questioning in general are then applied to the elicitation of information from child informants
Yes, Talking: Organizing the Classroom to Promote Second Language Acquisition
Recent research into the processes of children's first and second language development has yielded a number of insights which have been combined to create the communicative language teaching model. This model should be useful to English as a second language (ESL) teachers, both in planning their own instruction and in advising the increasing numbers of regular classroom teachers with limited English-speaking (LES) students in their classes. This …
The promise of open education
Education is notorious for its swings of the pendulum. Movements are born, backed, bombarded, and buried in relatively short periods of time. Those of us who espouse a view near an end-point of the pendulum's arc suffer special frustration: when our movement is in, it is frequently misinterpreted and badly implemented; when it is out, it is castigated for wrongs both earned and unearned. Indeed, educational movements are often so poorly understoo…
On Eliciting Information: Dialogues with Child Informants
This article describes some of the characteristics of questions as they uniquely operate in the ethnographic interview setting. The discussion centers on the dual nature of questions and on their formulation, with specific attention paid to issues of assumptions, categories, and scope. The insights presented on ethnographic questioning in general are then applied to the elicitation of information from child informants
The promise of open education
Education is notorious for its swings of the pendulum. Movements are born, backed, bombarded, and buried in relatively short periods of time. Those of us who espouse a view near an end-point of the pendulum's arc suffer special frustration: when our movement is in, it is frequently misinterpreted and badly implemented; when it is out, it is castigated for wrongs both earned and unearned. Indeed, educational movements are often so poorly understoo…
Yes, Talking: Organizing the Classroom to Promote Second Language Acquisition
Recent research into the processes of children's first and second language development has yielded a number of insights which have been combined to create the communicative language teaching model. This model should be useful to English as a second language (ESL) teachers, both in planning their own instruction and in advising the increasing numbers of regular classroom teachers with limited English-speaking (LES) students in their classes. This …
The promise of open education
Education is notorious for its swings of the pendulum. Movements are born, backed, bombarded, and buried in relatively short periods of time. Those of us who espouse a view near an end-point of the pendulum's arc suffer special frustration: when our movement is in, it is frequently misinterpreted and badly implemented; when it is out, it is castigated for wrongs both earned and unearned. Indeed, educational movements are often so poorly understoo…
Yes, Talking: Organizing the Classroom to Promote Second Language Acquisition
Recent research into the processes of children's first and second language development has yielded a number of insights which have been combined to create the communicative language teaching model. This model should be useful to English as a second language (ESL) teachers, both in planning their own instruction and in advising the increasing numbers of regular classroom teachers with limited English-speaking (LES) students in their classes. This …
On Eliciting Information: Dialogues with Child Informants
This article describes some of the characteristics of questions as they uniquely operate in the ethnographic interview setting. The discussion centers on the dual nature of questions and on their formulation, with specific attention paid to issues of assumptions, categories, and scope. The insights presented on ethnographic questioning in general are then applied to the elicitation of information from child informants
Children and ESL: Integrating Perspectives
Children and ESL: Integrating Perspectives
U Lindfors (1984) has pointed out a serious misperception concerning first language learning. Teachers, researchers, parents, and even children confuse how language is taught with how it is learned. Lindfors cites Shuy (1981) as one leading researcher who confuses language learning with language teaching. Shuy presents child as beginning with accesses to reading (letter-sound correspondences, word parts, etc.) and moving toward meaning, which is …
Integrating English: Developing English Language and Literacy in the Multilingual Classroom
Psychology (6 works) · Linguistics (5 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Sociology (4 works) · Second Language Learning and Teaching (3 works) · Acoustics (1 works) · Anthropology (1 works)