Summary and Info
This text considers the application of sociocultural theory to understanding how minority language background children learn English in the context of their classrooms. Based on a longitudinal ethnography, it is suggested that understanding the pivotal role of social interaction in learning implies new perspectives both for SLA research and for effective instructional practice.
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Learning English At School: Identity, Social Relations and Classroom Practice (Bilingual Education and Bilingualism) 0 out of 5 stars based on 0 ratings.