Joy K Peyton - Academia.edu (original) (raw)
Papers by Joy K Peyton
Heritage language journal, Mar 5, 2010
This paper examines the connection between heritage language and culture and the construction and... more This paper examines the connection between heritage language and culture and the construction and maintenance of social and personal identities of the Cora, an indigenous people of the Mexican Sierra del Nayar, in Northwestern Mexico. Using the frameworks of the socially and linguistically mediated mind (
Questioning patterns in dialogue journal interactions of two groups of sixth graders are analyzed... more Questioning patterns in dialogue journal interactions of two groups of sixth graders are analyzed. One of the two groups was made up of native English speakers, while the other consisted of beginning learners of English as a second language. The analysis finds a pattern of shared interaction very different from that found in numerous studies of classroom discourse. In it, both participants, student and teacher, introduce topics and ask questions. Analysis of the form and type of teacher questions to individual students reveals considerable variation in both, related to the student's English proficiency level. This variation is similar to patterns found in native speaker-nonnative speaker interactions. Analysis of student questions and responses to teacher questions reveals increased student participation in the interaction over time. These findings suggest that dialogue journals offer a useful supplement to traditional classroom discourse, and perhaps a model that can be transferred to other interactions in the classroom context. A reference list, 2 figures, and 12 tables are appended. (Author/MSE)
Cambridge University Press eBooks, Sep 1, 1993
Hispania, Mar 1, 2003
... Multilingualism, Second Language Learning, and Gender. ... After the introduction, the volume... more ... Multilingualism, Second Language Learning, and Gender. ... After the introduction, the volume is divided into three sections, focusing on three areas of interaction among multilingualism, L2 learning, and gender: institutional/public, private, and educational settings. ...
Research in The Teaching of English, 1990
Routledge eBooks, Jan 3, 2014
Cambridge University Press eBooks, Sep 1, 1993
Zenodo (CERN European Organization for Nuclear Research), Jun 7, 2012
This article is part of a collection of articles based on presentations from the 2011 Symposium h... more This article is part of a collection of articles based on presentations from the 2011 Symposium held at University of Minnesota in Minneapolis, Minnesota, USA. Please note that the year of publication is often different than the year the symposium was held. We recommend the following citation when referencing the edited collection. Vinogradov, P., & Bigelow, M. (Eds.) (2012). Low-educated adult second language and literacy acquisition (LESLLA): Proceedings of the 7th symposium. University of Minnesota Printing Services. https://lesllasp.journals.publicknowledgeproject.org/index.php/lesllasp/issue/view/472 About the Organization LESLLA aims to support adults who are learning to read and write for the first time in their lives in a new language. We promote, on a worldwide, multidisciplinary basis, the sharing of research findings, effective pedagogical practices, and information on policy.
Background on Adult Learners Adult education programs serve both native English speakers and lear... more Background on Adult Learners Adult education programs serve both native English speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels and adult secondary education (ASE) classes to earn high school equivalency certificates. Both ABE and ASE instruction help learners achieve goals related to job, family, and further education. English language learners attend English as a second language (ESL), ABE, or workforce preparation classes to improve their oral and literacy skills in English and to achieve goals similar to those of native English speakers. Audience for This Brief This brief is written for program administrators to provide information and strategies that will promote their success with managing programs for adults learning English.
Cambridge University Press eBooks, Sep 1, 1993
Journal on Educational Technology, Dec 1, 1999
Electronic communication networks are in wide use for college-level language and writing instruct... more Electronic communication networks are in wide use for college-level language and writing instruction and are being adopted for use in elementary and secondary school classes. Teachers use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms identified great diversity in the ways these goals were realized. Nevertheless, common factors shaped all of the implementations: institutional goals, practices, and gateposts; theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest that like any innovation, the introduction of computer technology to promote interaction and learning in educational settings is a complex process that cannot be divorced from the users or the setting. This complexity needs to be understood so that perceptions of and expectations regarding the value of the innovation are neither idealized nor superficial. New approaches to fostering literacy development appear regularly in classrooms. These innovations-ideas, teaching strategies, methods, materials, assessment procedures, software-are reported at conferences and in journals, often being hailed as the better way to address some long-standing challenge in literacy education. Many of these innovations do represent valuable contributions to educational theory and practice. Others appear to be new packages for old ideas. Some seem to have little evidence to support their use. Regardless of the worth of any particular innovation, one thing that seems clear is that much of our energy is devoted to introducing, promoting, criticizing, comparing, examining, evaluating, and otherwise discussing these innovations.
Heritage language journal, Mar 5, 2010
This paper examines the connection between heritage language and culture and the construction and... more This paper examines the connection between heritage language and culture and the construction and maintenance of social and personal identities of the Cora, an indigenous people of the Mexican Sierra del Nayar, in Northwestern Mexico. Using the frameworks of the socially and linguistically mediated mind (
Questioning patterns in dialogue journal interactions of two groups of sixth graders are analyzed... more Questioning patterns in dialogue journal interactions of two groups of sixth graders are analyzed. One of the two groups was made up of native English speakers, while the other consisted of beginning learners of English as a second language. The analysis finds a pattern of shared interaction very different from that found in numerous studies of classroom discourse. In it, both participants, student and teacher, introduce topics and ask questions. Analysis of the form and type of teacher questions to individual students reveals considerable variation in both, related to the student's English proficiency level. This variation is similar to patterns found in native speaker-nonnative speaker interactions. Analysis of student questions and responses to teacher questions reveals increased student participation in the interaction over time. These findings suggest that dialogue journals offer a useful supplement to traditional classroom discourse, and perhaps a model that can be transferred to other interactions in the classroom context. A reference list, 2 figures, and 12 tables are appended. (Author/MSE)
Cambridge University Press eBooks, Sep 1, 1993
Hispania, Mar 1, 2003
... Multilingualism, Second Language Learning, and Gender. ... After the introduction, the volume... more ... Multilingualism, Second Language Learning, and Gender. ... After the introduction, the volume is divided into three sections, focusing on three areas of interaction among multilingualism, L2 learning, and gender: institutional/public, private, and educational settings. ...
Research in The Teaching of English, 1990
Routledge eBooks, Jan 3, 2014
Cambridge University Press eBooks, Sep 1, 1993
Zenodo (CERN European Organization for Nuclear Research), Jun 7, 2012
This article is part of a collection of articles based on presentations from the 2011 Symposium h... more This article is part of a collection of articles based on presentations from the 2011 Symposium held at University of Minnesota in Minneapolis, Minnesota, USA. Please note that the year of publication is often different than the year the symposium was held. We recommend the following citation when referencing the edited collection. Vinogradov, P., & Bigelow, M. (Eds.) (2012). Low-educated adult second language and literacy acquisition (LESLLA): Proceedings of the 7th symposium. University of Minnesota Printing Services. https://lesllasp.journals.publicknowledgeproject.org/index.php/lesllasp/issue/view/472 About the Organization LESLLA aims to support adults who are learning to read and write for the first time in their lives in a new language. We promote, on a worldwide, multidisciplinary basis, the sharing of research findings, effective pedagogical practices, and information on policy.
Background on Adult Learners Adult education programs serve both native English speakers and lear... more Background on Adult Learners Adult education programs serve both native English speakers and learners whose first, or native, language is not English. Native English speakers attend adult basic education (ABE) classes to learn basic skills needed to improve their literacy levels and adult secondary education (ASE) classes to earn high school equivalency certificates. Both ABE and ASE instruction help learners achieve goals related to job, family, and further education. English language learners attend English as a second language (ESL), ABE, or workforce preparation classes to improve their oral and literacy skills in English and to achieve goals similar to those of native English speakers. Audience for This Brief This brief is written for program administrators to provide information and strategies that will promote their success with managing programs for adults learning English.
Cambridge University Press eBooks, Sep 1, 1993
Journal on Educational Technology, Dec 1, 1999
Electronic communication networks are in wide use for college-level language and writing instruct... more Electronic communication networks are in wide use for college-level language and writing instruction and are being adopted for use in elementary and secondary school classes. Teachers use network-based approaches to literacy instruction to support authentic reading and writing, collaboration, student-centered learning, writing across the curriculum, and the creation of classroom writing communities. A case study of network-based college classrooms identified great diversity in the ways these goals were realized. Nevertheless, common factors shaped all of the implementations: institutional goals, practices, and gateposts; theories, personalities, and established practices of teachers; student characteristics and expectations; features of the technology; and available resources. These factors suggest that like any innovation, the introduction of computer technology to promote interaction and learning in educational settings is a complex process that cannot be divorced from the users or the setting. This complexity needs to be understood so that perceptions of and expectations regarding the value of the innovation are neither idealized nor superficial. New approaches to fostering literacy development appear regularly in classrooms. These innovations-ideas, teaching strategies, methods, materials, assessment procedures, software-are reported at conferences and in journals, often being hailed as the better way to address some long-standing challenge in literacy education. Many of these innovations do represent valuable contributions to educational theory and practice. Others appear to be new packages for old ideas. Some seem to have little evidence to support their use. Regardless of the worth of any particular innovation, one thing that seems clear is that much of our energy is devoted to introducing, promoting, criticizing, comparing, examining, evaluating, and otherwise discussing these innovations.