Читать книгу Language Power - Margo Gottlieb - Страница 18

In this book, we use the inquiry cycle as an organizing scheme to provide a structure for each chapter. We choose this five-phase inquiry cycle, shown in Figure P.1, as we wish teachers to probe deeply into compelling issues that stimulate conversation by (1) asking about academic language use, (2) exploring it more in depth, (3) applying it to their classrooms, (4) reflecting on its utility, and (5) taking action to ensure that it has meaningful and lasting impact. Additionally, we feel that implementing the inquiry cycle prompts collaboration among teachers who are constantly seeking to improve their practices. The power of collaborative inquiry, especially in a professional learning community, has proven to be transformative, evoking real change in schools and classrooms (Donohoo & Velasco, 2016).

Figure P.1 Applying the Inquiry Cycle as the Organizational Frame for the Book

We also would like to highlight the essential role of inquiry in the generation of new knowledge. As we identify questions or learn new concepts, we need time to explore ideas related to them and time to apply that new knowledge. A critical part of the inquiry cycle is to provide space to reflect on those new ideas and on how we might integrate them into our practice. With that in mind, for each new idea presented throughout the book, we provide additional references for those who wish to dive in deeper on any concept presented and examples to see it applied to instruction and assessment. We also offer challenges throughout each chapter to invite you to take action on your new knowledge along with questions for reflection. Finally, we offer myriad resources, which include templates of activities and tools ready for you to use.

The following is a detailed description with an exemplar of how each section of our chapters unfolds within a specific phase of the inquiry cycle based on perspectives of academic language use.