ࡱ>  bjbjqq eeKTT8$$v++"MMM$n@MMx0MMMP+x.F0v4vT ]: EMERGENT PARTICIPATORY LANGUAGE TEACHING AND LEARNING: SELECTED REFERENCES (last updated 8 May 2012) Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86(4), 525-545. Auerbach, E. (1992). Making meaning, making change: Participatory curriculum development for adult ESL/literacy. Washington, D.C. and McHenry, IL: Center for Applied Linguistics and Delta Systems. Auerbach, E. (1995). The politics of the ESL classroom: Issues of power in pedagogical choices. In J. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). New York: Cambridge University Press. Auerbach, E., Barahona, B., Midy, J., & Vaquerano, F. (1996). Adult ESL/literacy from the community to the community: A guidebook for participatory literacy training. New York: Routledge. Auerbach, E. (2000). Creating participatory learning communities: Paradoxes and possibilities. In J.K. Hall & W. Eggington (Eds.), The sociopolitics of English language teaching (pp. 143-164). Clevedon, England: Multilingual Matters. Auerbach, E. (2001). Yes, but: Problematizing participatory ESL Pedagogy. In P. Campbell & B. Bunaby (Eds.), Participatory practices in adult education (pp. 267-306). Mahwah, NJ: Lawrence Erlbaum. Berlin, L. (2005). Contextualizing college ESL classroom praxis: A participatory approach to effective instruction. New York: Routledge. Campbell, P., & B. Bunaby (Eds.) (2001). Participatory practices in adult education. Mahwah, NJ: Lawrence Erlbaum. Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language Research (pp. 33-56). Stanford, CT: Ablex. Freire, P. (1970). Cultural action for freedom. Cambridge, MA: Harvard Educational Review. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury. Freire, P. (1985). The politics of education: Culture, power, and liberation. New York: Bergin & Garvey. Gebhard, J., Gaitan, S., & Oprandy, R. (1990). Beyond prescription: The student teacher as investigator. In J. Richards & D. Nunan (Eds.), Second language teacher education (pp. 16-25). Cambridge: Cambridge University Press. Gibbons, P. (2003). Mediating language learning. TESOL Quarterly, 37 (2), 247-273. Kreisberg, S. (1992). Transforming power: Domination, power, and empowerment. Albany NY: State University of NY Press. Lantolf, J. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press. Nash, A., Carson, A., Rhum, M., McGrail, L, & Gomez-Sanford, R. (1992). Talking shop: A curriculum sourcebook for participatory adult ESL. Washington, D.C. and McHenry, IL: Center for Applied Linguistics and Delta Systems. Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 329348. Richard-Amato, P. (1992). Peer teachers: The neglected resource. In P. Richard-Amato & M.A. Snow (Eds.), The multicultural classroom: Readings for content-area teachers (pp. 271-284). White Plains, NY: Longman. Richard-Amato, P. (2010). Making it happen: From interactive to participatory language teaching: Evolving theory and practice (4th ed.). White Plains, NY: Pearson. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University. Wallerstein, N. (1983). Language and culture in conflict: Problem posing in the ESL classroom. Reading, MA: Addison-Wesley. Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press. Walsh, S. (2002). Construction and obstruction: Talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-24. Wong, S. (2000). Transforming the politics of schooling in the U.S.: A model for successful academic achievement for language minority students. In J.K. Hall & W. Eggington (Eds.), The sociopolitics of English language teaching (pp. 117-139). Clevedon, England: Multilingual Matters.     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