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Listening: A Framework for Teaching Across Differences

reviewed by Karen A. Carrier - 2004

coverTitle: Listening: A Framework for Teaching Across Differences
Author(s): Katherine Schultz
Publisher: Teachers College Press, New York
ISBN: 0-8077-4377-1, Pages: 197, Year: 2003
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Most teachers will probably agree that listening is very important for students’ academic success.  Schultz’s approach, however, is not specifically focused on improving students’ listening abilities, but rather on helping teachers locate listening at the center of their teaching.  In Chapter 1, Locating Listening at the Center of Teaching, Schultz explains her rationale for focusing on a pedagogy of listening.  “Rather than teaching prospective and experienced teachers how to follow prescriptions for blueprints” says Schultz, “I suggest that teachers learn how to attend to and to respond with deep understanding to the students they teach” (p. 2).  Schultz defines listening as “more than just hearing….[it is] how a teacher attends to individuals, the classroom as a group, the broader social context, and, cutting across all of these, to silence and acts of silencing” (p. 8).  Schultz presents her conceptual framework in this first chapter, but readers will have to stay the course to fully understand her view of listening.  Those who decide to read only the chapters that appear relevant... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 904-907
https://www.tcrecord.org ID Number: 11233, Date Accessed: 8/4/2020 4:38:12 PM

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About the Author
  • Karen Carrier
    Northern Illinois University
    E-mail Author
    KAREN A. CARRIER is Assistant Professor in Literacy Education at Northern Illinois University. She is involved in professional development for teachers working with culturally and linguistically diverse children. Her research interests include minority teacher preparation and second language listening. Two of her recent publications are “Personal and professional success in a bilingual teacher training project” with James Cohen, in the NABE Journal of Research & Practice, and “Improving high school English language learners’ second language listening through strategy instruction” in the Bilingual Research Journal.
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