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bookmarks  19

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    This paper analyses the contribution of student agency and teacher contingency in the construction of classroom discourse in adult English for speakers of other languages (ESOL) classes for refugees and asylum seekers, for whom the identity of student itself can constitute a stable point in a highly unstable and potentially threatening lifeworld. In contrast to accepted ideas of the prevalence of teacher-initiated initiation–response–feedback (IRF) sequences in whole group teacher-fronted activity, characteristic student- initiated moves for bringing the outside into classroom discourse are identified. These are discussed in terms of the student agency and teacher contingency involved, drawing on the Bakhtinian notion of “answerability.”: teacher and students are robustly claiming interactive space in classroom talk, bringing the outside into discussion. This data, drawn from narrative and classroom data in case studies of Adult ESOL classrooms, points to less docile more agentive and open-ended models of classroom discourse than have typically been evidenced in the literature.
    9 years ago by @umatadema
     
      BaynhamagencyspeechTMA03contingencyadulteducationclassroomESLIRFdiscourse2015_E852ethnography
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      This articlereportson a qualitativemultiplecase studythatexplored the academicdiscoursesocializationexperiencesof L2 learnersin a Canadian Groundedin thenotionof of university. "community prac- tice"(Lave&Wenger1,991,p.89),thestudyexaminedhowL2learners negotiatedtheirparticipationand membershipin theirnewL2 class- roomcommunities, in classdiscussionsT.he particularly open-ended included6female studentfsrom and10of participants graduate Japan theircourseinstructorSst.udent interviewasn,dclassroom self-reports, observationwserecollectedoveran entireacademicyeartoprovidean ofthestudents' abouttheir in-depthl,ongitudinaalnalysis perspectives classparticipationacrossthecurriculumT.hreecase studiesillustrate thatstudentsfaced a major challengein negotiatingcompetence, identities,and power relations,which was necessaryfor them to and be as and membersof participate recognized legitimate competent theirclassroomcommunitiesT.he studentsalso attemptedto shape theirown learningand participationby exercisingtheirpersonal and their whichwere agency activelynegotiating positionalities, locally constructedin a classroom. forclassroom given Implications practices and futureresearchare also discussed.
      9 years ago by @umatadema
       
        participationMoritaidentityTMA03classroomESLcommunity2015_E852ethnography
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        In this paper we look at three identity positions salient in research of young people studying in complementary schools in Leicester, a large linguistically and ethnically diverse city in the East Midlands, England. Our discussion of identity focuses on three identity positions: multicultural, heritage and learner. The first two of these are linked to discussions on ethnicity as a social category. We explore the fluidity and stability of ethnicity as a social description in interview transcripts of young people at complementary schools. In addition, the paper explores another, more emergent identity salient in the two schools, that of ‘learner identity’. The research can be characterised as adopting a linguistic ethnographic approach using a team of ethnographers. Data was collected for 20 weeks by four researchers and consists of fieldnotes, interviews and audio recordings of classroom interactions. We consider the importance of ambiguity and certainty in students’ conceptualisation of themselves around ethnicity and linguistic diversity and look at the institutional role complementary schools play in the production of these and successful learner identities. We explore how complementary schools privilege and encourage these particular identity positionings in their endorsement of flexible bilingualism. Overall, we argue that complementary schools allowed the children a safe haven for exploring ethnic and linguistic identities while producing opportunities for performing successful learner identity. Published (publisher's copy) Peer Reviewed
        9 years ago by @umatadema
         
          ethnicitycomplementaryschoolsBhattTMA03CreeseMartinheritagediversitybilingualmulticulturalBhojanilearneridentity2015_E852ethnography
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          The term ‘official pedagogic discourse’ is derived from the work of British sociologist Basil Bernstein (1924-2000), who used it to categorize State discourses on education as revealed in government policy documents and statements, formal state-approved curricula, inspection and examination criteria. Official pedagogic discourse, Bernstein argues, establishes particular social relations between government agencies and those active in the field of education, including educational researchers and teacher trainers as well as teachers and regional administrators, offering each group more or less status and more or less agency in using different forms of pedagogic discourse, knowledge and practice. Through official pedagogic discourse, he argued, the State constructs boundaries between different subject areas; between different types of pedagogic institution; and between different categories of learner, offering each access to selected forms of legitimate knowledge. It thus not only impacts upon curriculum and classroom practices, but also offers different forms of specialized consciousness, and thus helps to construct different identities for different categories of learners. Of course, in a democracy, government policy is not a single voice, and researchers drawing on the work of Bernstein have drawn attention to the multi-vocal struggle within official discourse itself, as well as the sometimes unpredictable outcomes for practice in the classroom of the convergence with official pedagogic discourse of a range of other (local) pedagogic discourses, themselves drawing on a wide variety of disciplinary fields (such as psychology and sociology for example), as well as from the ‘craft’ discourses of practicing teachers. This chapter considers the role of official pedagogic discourse as the link between macro social structures and micro classroom interactional processes; or the way in which the ‘outside’ social order is constitutive of the ‘inside’, or learner identity
          9 years ago by @umatadema
           
            BourneTMA03learneridentity2015_E852ethnography
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            On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key assessment essay genre, referred to as a taxonomic film analysis. This genre was analysed drawing on the work of Halliday and Mathiessen, 2004 and Martin, 1992 and Lemke, 1985 and Lemke, 1990), focussing on three aspects: the genre acts performed in the process of analysing film; the conceptual frameworks of film studies knowledge, or ‘thematic formations’ (Lemke, 1993) drawn on and re-constituted in the assignment; the particular ways that language is used to perform these acts and build these thematic formations. For EAP to be relevant to film students, it is proposed that EAP specialists need to engage with these three aspects of film study. This application of SFL in film studies EAP is intended as an illustration of how SFL tools can be used for relevant EAP provision across the HE curriculum. Highlights ► The key genre identified was taxonomic film analysis. ► Deploying film studies language and genre converts film into an object of study. ► EAP lecturers need to engage with both the language and the meaning making of film student
            9 years ago by @umatadema
             
              writingskillsFilmstudiesGenreanalysisTMA03ThresholdconceptstaxonomyThematicformationsassesmentEAPEnglishforacademicpurposesacademicwritingDonohueSFLgenre2015_E852ethnography
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              9 years ago by @umatadema
               
                speechTMA03Nortonclassroomtalkdiscourse2015_E852ethnography
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                There has tended to be an overemphasis on the teaching and analysis of the mode of writing in ‘academic literacies’ studies, even though changes in the communica- tion landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic lit- eracies and argues for an approach which recognises the interconnection between different modes, in other words, a ‘multimodal’ approach to pedagogy and to theoris- ing communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of ‘cultural capital’ (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students’ texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction.
                9 years ago by @umatadema
                 
                  modeArcheraccesssocialsemioticTMA03multimodalityscientificdiscourseacademicliteracysemiotics2015_E852ethnography
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                  Although the originators of the language socialization (LS) paradigm werecareful to cast socialization as a contingent, contested, ‘bidirectional’ process, thefocus in much first language LS research on ‘successful’ socialization amongchildren and caregivers may have obscured these themes. Despite this, I suggestthe call for a more ‘dynamic model’ of LS (Bayley and Schecter 2003), whilecompelling, is unnecessary: contingency and multidirectionality are inherent inLS given its orientation to socialization as an interactionally-mediated process.This paper foregrounds the ‘dynamism’ of LS by examining processes comprising‘unsuccessful’ or ‘unexpected’ socialization. Specifically, it analyses interactionsinvolving ‘oldtimer’ ‘Local ESL’ students and their first-year teachers at amultilingual public high school in Hawai’i. Contingency and multidirectionalityare explicated through analysis of two competing ‘cultural productions of theESL student.’ The first, manifest in ESL program structures and instruction, wasschool-sanctioned or ‘official.’ Socialization of Local ESL students into thisschooled identity was anything but predictable, however, as they consistentlysubverted the actions, stances, and activities that constituted it. In doing so,these students produced another, oppositional ESL student identity, which cameto affect ‘official’ classroom processes in significant ways.INTRODUCTIONThe socialization of children or novices by adults or experts into particularroles, identities, and world views has been the topic of scholarship for decadesacross the social sciences. Concerning as it does ‘the activity that confronts andlends structure to the entry of nonmembers into an already existing world’(Wentworth 1980: 85), the nexus of socialization research engages suchlongstanding problematics as ‘agent vs. structure’, ‘voluntarism vs. determin-ism’, and ‘macro vs. micro’. Depending on disciplinary origin and theoreticalorientation, emphases have varied in the diverse socialization literature on theinfluence that, for example, society has on the individual, or genetics has overthe environment. Notwithstanding differences in emphasis, however, earlytheories of socialization—from the psychoanalytic tradition of Freud (1939),to the sociological functionalisms of Durkheim (1997) and Parsons (1937),
                  9 years ago by @umatadema
                   
                    agentTalmyTMA03learneridentitysocializationESL2015_E852ethnographystructure
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                    Grandparents play a significant role in childcare and one activity that frequently occurs within this context is story-reading. However, relatively little attention has been given to the potential part that grandparents can play in terms of language and literacy development of young children.This article reports on work investigating the interlingual and intercultural exchanges occurring in a home setting in East London. In particular, it focuses on how the traditional heritage pattern of story and rhyme reading by a grandmother of Bengali origin is fused with practices experienced by her six-year old grandchild.The data reveal not only the multiple worlds inhabited by the grandchild during story-reading but also the syncretism of these worlds on a number of levels.This article contributes to the small but growing body of investigation into the reading styles occurring within families from different cultural backgrounds.
                    9 years ago by @umatadema
                     
                      synergygrandparentsinterculturallanguageTMA03Gregoryliteracysyncretisminterlingualmulticulturalfamilystory2015_E852ethnography
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                      n this paper we address the key issue on which this edition is focused – intel- lectual challenge – in light of Poincaré’s concern with understanding bodies of knowledge – how, over time, they are structured, acted upon, built, and theo- rised in educational settings. We make the case for reinstating the teaching of knowledge, including knowledge about language, at the forefront of consid- erations of educational practice and policy, and, more specifically, of teaching and researching language and literacy. Through this discussion we attempt to contribute to the line of effort rep- resented by contributions to this edition. The authors have taken seriously the fact that the proportion of students from a widening range of language back- grounds other than the medium of instruction in schools in Australia, as in many countries, continues to rise. This presents challenges to educators, and these authors point to fidelity to the intellectual substance and coherence of syllabus contents as the foremost of those challenges. We focus here in particu- lar on extending the two major messages we take from the papers collected in this edition: the need for a clearer articulation, first, of a disciplinarity-based understanding of knowledge, and second, of the relation between curricu- lum knowledge and the language of that curriculum knowledge, as shown in teachers’ knowledge of the nature of language and of how to intertwine the teaching of language with teaching of curriculum knowledge. Australian language and literacy educators, including those whose work appears in this edition, have attained international recognition for the advances they have made in articulating and studying the challenges and opportunities involved in serving all students’ language and literacy needs in rapid-change, multilingual environments (e.g., Cope & Kalantzis, 2000; Derewianka & Khan, 2001; Gibbons, 2002; 2006; Gray, 2007). In aiming to extend that view in this paper, we argue: (i) that there is a case for a redirection of focus onto the issueof intellectual challenge; (ii) that the sense of urgency associated with this redirection relates to the loss of a strong conception of knowledge (Bereiter & Scardamalia, 2003); (iii) that disciplinarity-based language and literacy educa- tion is critical, in that questions concerning language and literacy develop- ment through the school years are, at base, issues that require some coherent conceptualisation of how it is that each discipline/curriculum domain puts language and literacy resources to work in distinctive ways.
                      9 years ago by @umatadema
                       
                        FreebodyMatonspeechTMA03curriculumMartintalk2015_E852ethnography
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