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  3. 2015_e852

bookmarks  189

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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
    8 years ago by @umatadema
     
      2015_E852BhattBhojaniCreeseMartinTMA03bilingualcomplementaryschoolsdiversityethnicityethnographyheritagelearneridentitymulticultural
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      This article describes a longitudinal ethnographic research project in a Grade 1 classroom enrolling L2 learners and Anglophones. Using a community-of-practice perspective rarely applied in L2 research, the author examines three classroom practices that she argues contribute to the construction of L2 learners as individuals and as such reinforce traditional second language acquisition perspectives. More importantly, they serve to differentiate participants from one another and contribute to community stratification. In a stratified community in which the terms of stratification become increasingly visible to all, some students become defined as deficient and are thus systematically excluded from just those practices in which they might otherwise appropriate identities and practices of growing competence and expertise.
      8 years ago by @umatadema
       
        2015_E852COPESLTMA03Tooheychildrenclassroomethnographylearneridentitylongitudinalstratification
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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
        8 years ago by @umatadema
         
          2015_E852BourneTMA03ethnographylearneridentity
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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.
          8 years ago by @umatadema
           
            2015_E852ESLMoritaTMA03classroomcommunityethnographyidentityparticipation
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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.
            8 years ago by @umatadema
             
              2015_E852BaynhamESLIRFTMA03adulteducationagencyclassroomcontingencydiscourseethnographyspeech
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            publications  118