Literacy and Second Language Oracy - Elaine Tarone Oxford Applied Linguistics

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      Elaine Tarone, Martha Bigelow, Kit Hansen

      Literacy and Second Language Oracy

      Published in this series:

      BACHMAN: Fundamental Considerations in Language Testing

      BACHMAN and PALMER: Language Testing in Practice

      BRUMFIT: Individual Freedom and Language Teaching

      BRUMFIT and CARTER (eds.): Literature and Language Teaching

      CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching

      COHEN and MACARO (eds.): Language Learner Strategies

      COOK: Discourse and Literature

      COOK: Language Play, Language Learning

      COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics

      DÖRNYEI: Research Methods in Applied Linguistics

      DÖRNYEI: The Psychology of Second Language Acquisition

      ELLIS: Second Language Acquisition Research and Language Teaching

      ELLIS: Task-based Language Learning and Teaching

      ELLIS: The Study of Second Language Acquisition (2nd edn.)

      ELLIS: Understanding Second Language Acquisition

      ELLIS and BARKHUIZEN: Analysing Learner Language

      FOTOS and NASSAJI (eds.): Form-focused Instruction and Teacher Education

      HOLLIDAY: The Struggle to Teach English as an International Language

      HOWATT: A History of English Language Teaching

      JENKINS: English as a Lingua Franca

      JENKINS: The Phonology of English as an International Language

      KERN: Literacy and Language Teaching

      KRAMSCH: Context and Culture in Language Teaching

      LANTOLF (ed.): Sociocultural Theory and Second Language Learning

      LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development

      LARSEN-FREEMAN and CAMERON: Complex Systems and Applied Linguistics

      MACKEY (ed.): Conversational Interaction in Second Language Acquisition

      MEINHOF: Language Learning in the Age of Satellite Television

      NATTINGER and DECARRICO: Lexical Phrases and Language Teaching

      PHILLIPSON: Linguistic Imperialism

      SEIDLHOFER (ed.): Controversies in Applied Linguistics

      SELIGER and SHOHAMY: Second Language Research Methods

      SKEHAN: A Cognitive Approach to Language Learning

      STERN: Fundamental Concepts of Language Teaching

      STERN (eds. P. ALLEN and B. HARLEY): Issues and Options in Language Teaching

      TARONE and YULE: Focus on the Language Learner

      WIDDOWSON: Aspects of Language Teaching

      WIDDOWSON: Defining Issues in English Language Teaching

      WIDDOWSON: Practical Stylistics

      WIDDOWSON: Teaching Language as Communication

      WRAY: Formulaic Language

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      First published 2009

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      ISBN 978-0-19-442300-7

      Printed in Spain by Unigraf S. L.

      For our parents:

      Ernest Tarone and Betty Tarone

      Patricia Dennis and Albert Bigelow

      Thomas Hansen and Bran Hansen

      Acknowledgments

      Most importantly, we wish to recognize and thank the Somali teens and adults who agreed to participate in our study. Their time is precious and we are so grateful that they were willing to spend the time to talk to us and complete our many different tasks. We thank Ali Osman for helping us recruit participants, and the Children’s Home Society and the Somali Education Center for allowing us to use their space to meet participants. Thanks to Eileen Watson for being the first to welcome us into Cedar Riverside neighborhood activities in 2001 and for her wise counsel about how to proceed with our research in respectful ways.

      This research was supported by the resources of the University of Minnesota in a number of ways. Two University of Minnesota Graduate School Grants in Aid of Research supported our research, one awarded to Elaine Tarone in 2002 and another in 2003 to Martha Bigelow, who also won a single-semester leave to gather data and immerse herself in the community. In 2004 Elaine Tarone and Kit Hansen were given a College of Liberal Arts Graduate Research Partnership Program grant. All these grants funded Kimberly Johnson, Larry Davis, Mike Hinrichs, and Becky Uran Markman, who helped us with research, transcription, and data analysis. Nora Wildgen White is the artist who drew pictures we used to gather the data (see Figure 3.2). The University of Minnesota has also supported our travel to numerous conferences to present versions of the papers upon which this book is based.

      We are deeply grateful to Jenefer Philp, whose original study simultaneously anchored and inspired us. We wish to acknowledge Bonnie Swierzbin and Bob delMas, who were co-authors with us on papers published with the data reported in this book. We benefited greatly from feedback on earlier drafts of segments of this book by Michael Graves, Abukar Ali, Anne Lazaraton, Jim Lantolf, Lourdes Ortega, Merrill Swain, Henry Widdowson, Jill Watson, and George Yule. Mike E. Anderson provided weekly encouragement on getting this project to completion. Finally, we would like to thank our editor, Cristina Whitecross, with whom it has been such a pleasure to work.

      Abbreviations

      ACT

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