Classroom Discourse and Interaction: Reading Across the Traditions

Rex, Lesley A.; Green, Judith

doi:10.1002/9780470694138.ch40

Cited by 17 publications

(13 citation statements)

References 45 publications

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“…This research was based on the epistemological commitment shared across these disciplinary traditions that language and social interaction not only reflect the social system but also constitute the social structure (Jaworski & Coupland, ). “Discourse [is] constituting and constitutive of social contexts, [and] social and academic identities” (Rex & Green, , p. 573), and “closely looking at spoken language can be a powerful source of knowledge about social systems and learning” (Rymes, , p. 381). Following the traditions of sociolinguistics and critical discourse analysis, I had a scholarly interest in analyzing teaching and learning as social and discursive practices, particularly in how individuals use language to perform their identities and how they are constrained by the identifications constructed for them either through the language of classroom interaction or by the master narratives beyond the classroom.…”

Section: Methodsmentioning

confidence: 99%

Citations of Norms and Lines of Flight in One Immigrant Boy's Performances of Masculinities and Reading Identities

Qin

2019

Reading Research Quarterly

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In this ethnographic case study, the author examined one immigrant adolescent's performances of masculinities through reading practices. The author analyzed how Omar (pseudonym), a Muslim boy from Libya, used reading practices to produce himself as a boy in one U.S. multilingual classroom. Extending the anti‐essentialist scholarship on gender and reading, the author brought together Butler's queer feminism and Deleuze and Guattari's philosophy of becoming to further trouble gender and analyze the instability of Omar's masculinity performances in relation to reading practice. Through analyses of field notes, classroom interactions, and artifacts, this study showed that Omar discursively performed and negotiated multiple and seemingly conflicting reading identities across time and space. Although he was discursively positioned as a nonreader in classroom interactions, he also performed disengagement with reading to display a cool, nonschoolish masculinity aligned to the normative discourses of Arab masculinity to which he was subject. However, he also enacted reader identity and behaviors not traditionally associated with masculinity. Omar's identity negotiation, interactionally and socially situated, demonstrated the instability of masculinity performances, featuring repeated citation of gender norms fissured with lines of flight breaking away from normative ways of being. This analysis contributes to the anti‐essentialist research on boys and literacies by shedding light on the regulations and ruptures in masculinity performances of a gendered subject. The study highlights the importance of situating analysis of gender and reading practices within the social and power relations in the discursive and interactional space. Addressing space allows a close reading of how gender hegemonies operate and fracture in micro movements of identity performance and how space can be shaped to open up opportunities for becoming‐other.

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Section: Methodsmentioning

confidence: 99%

Citations of Norms and Lines of Flight in One Immigrant Boy's Performances of Masculinities and Reading Identities

Qin

2019

Reading Research Quarterly

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“…Nation states use schools to enforce their views of languages and dialects, often establishing "peoples" associated with official and vernacular languages (Hornberger 2002, Jaffe 1999, Magga & Skutnabb-Kangas 2003. Schools also house complex and sustained interactions among diverse students, and these interactions often establish characteristic, hierarchically organized identities for students (O'Connor 2001, Rex & Green 2008, Rymes 2003, Wortham 1992. Educational language use and school-based ideologies of language thus play essential roles in social processes such as the production of dominant and subordinate identities (Collins & Blot 2003, Varenne & McDermott 1998, the socialization of individuals (Howard 2007, Mertz 1996, Ochs & Schieffelin 2007, Wortham & Jackson 2008, and the formation of nation states, transnational groups, and publics that include colonizer and colonized, "native," and "immigrant" (Lempert 2006(Lempert , 2007Rampton 2005Rampton , 2006Reyes 2002Reyes , 2005.…”

Section: Linguistic Anthropology Of Educationmentioning

confidence: 99%

Linguistic Anthropology of Education

Wortham¹,

Perrino²

2017

Discourse and Education

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Linguistic anthropological theories and methods have enriched our understanding of education. Almost all education is mediated by language, and linguistic anthropologists use both precise linguistic analyses and powerful anthropological theories to describe how educational language use establishes important social relations. Because educational institutions influence processes of concern to anthropologists -including the production of differentially valued identities, the circulation and transformation of cultural models, and nation states' establishment of official peoples -linguistic anthropological research on education also contributes to cultural and linguistic anthropology more generally. This article defines linguistic anthropology through its focus on language form, use, ideology, and domain, and it reviews linguistic anthropological research that focuses on these four aspects of educational language use. AbstractLinguistic anthropological theories and methods have enriched our understanding of education. Almost all education is mediated by language, and linguistic anthropologists use both precise linguistic analyses and powerful anthropological theories to describe how educational language use establishes important social relations. Because educational institutions influence processes of concern to anthropologists-including the production of differentially valued identities, the circulation and transformation of cultural models, and nation states' establishment of official peoples-linguistic anthropological research on education also contributes to cultural and linguistic anthropology more generally. This article defines linguistic anthropology through its focus on language form, use, ideology, and domain, and it reviews linguistic anthropological research that focuses on these four aspects of educational language use. 3.1

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“…This view of discourse includes language modalities beyond traditional speaking and writing, such as signing and digitization. As a verb, discourse refers to interactional activity creating meaning and relationship, what has been referred to as language-in-use (Rex & Green, 2007) and discourse-in-use (Bloome & Clark, 2006). Discourses we understand to be conventional ways of communicating that generate and are generated by conventional ways of thinking.…”

Section: Definitions Of Key Terms Framing the Reviewmentioning

confidence: 99%

A Review of Discourse Analysis in Literacy Research: Equitable Access

Rex

Bunn

Davila

et al. 2010

Reading Research Quarterly

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This review represents research employing discourse analysis conducted by scholars interested in literacy issues in education across the age span—preschool to adult—during the last 10 years. Drawing from more than 300 studies, we discerned that a common theme was understanding how the literacy education of all students can be successfully accomplished. We organized the review into two complementary sections. The first section highlights discourse analytic approaches taken to investigate: Whose literacies count? Which literacies count? The second section explains the contributions the studies made organized according to five questions: What are literate identities, how are they constructed, and by whom? How are disciplinary knowledges, discourses, and identities constructed? How can schools provide students with access to school‐based literacies? What are the shifting roles of literacy teachers and learners within and outside of school? How does discourse analysis research address movement within and across literacy sites and practices in a contemporary, globalized, and increasingly digitally influenced world? تلخيص البحث: تمثل هذه المراجعة الأبحاث التي يوجد فيها تحليل الخطاب الذي قام به الباحثون المهتمون بشؤون تعلم القراءة والكتابة في التعليم عبر الأعمار—من الروضة حتى بالغ سن الرشد—في السنوات العشرة الماضية. لقد حددنا موضوعاً مشتركاً من استجماع أكثر من 300 دراسة وهو الطريقة التي قد يتم فيها تعليم القراءة والكتابة لجميع الطلاب بالنجاح. وقد نظمنا المراجعة في قسمين متكاملين الأول يسلط الضوء على طرق الخطاب التحليلية المأخوذة للتحقيق في: لمن معارف القراءة والكتابة التي نحتاج إلى أخذها بعين الاعتبار؟ وأية معارف من هذه يجب الأخذ في الحسبان؟ والقسم الثاني يشرح مساهمات الدراسات المندرجة تحت الأصناف المبنية على خمسة أسئلة: ما هي هويات معرفة القراءة والكتابة وكيف يتم تشكيلها ومن يشكلها؟ وكيف يتم تشكيل المعارف الدراسية والخطابية والهوية؟ وكيف تستطيع المدارس أن توفر الطلاب بوسيلة للمعارف القائمة في المدرسة؟ ما هي الأدوار المتغيرة لمعلمي القراءة والكتابة وطلابهم داخل المدرسة وخارجها؟ وكيف يعالج التحليل الخطابي الحركات في مواقع القراءة والكتابة وعبرها وكذلك الممارسات التي تتم في عالم معاصر عولمي فيه يزداد التأثير الرقمي؟ 本文旨在阐述过去10年期间，学者致力于不同学龄（由学前以至成人）的读写教育问题研究时所使用的语篇分析方法。作者从300多个研究里整理出一个共通的主题，就是去理解如何使到所有学生的读写教育取得成功。本文献综述是由两个互补的章节组成。第一节重点介绍研究调查所采用的两个语篇分析的处理方法：是谁的读写文化有重要意义？哪些读写文化有重要意义？第二节根据五个问题来阐釋这些研究的贡献：1.有读写文化的人的身份认同，所指的是什么？是怎样建构而成的？由谁所建构而成的？2.各种学科知识、话语及身份认同是如何建构而成的？3.学校如何为学生提供获取校本读写文化知识的门路？4.读写教学教师与学生在校内及校外在角色上有什么转移？5.在当前全球化和日益受数码化影响的世界中，语篇分析研究如何处理流动于各种写文化网站以内及之间的文化信息及各种文化实践的问题？ Cet état de la question présente l'analyse du discours dans les recherches des chercheurs qui s'intéressent aux questions de littératie en éducation— du niveau préscolaire à l'adulte — au cours des dix dernières années. En nous basant sur plus de 300 études, une préoccupation commune nous est apparue qui est de comprendre comment l'enseignement de la littératie peut permettre à tous les élèves de réussir. Nous avons organisé l'état de la question en deux parties complémentaires. La première partie s'intéresse au discours des approches analyt...

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Classroom Discourse and Interaction: Reading Across the Traditions

Cited by 17 publications

References 45 publications

Citations of Norms and Lines of Flight in One Immigrant Boy's Performances of Masculinities and Reading Identities

Citations of Norms and Lines of Flight in One Immigrant Boy's Performances of Masculinities and Reading Identities

Linguistic Anthropology of Education

A Review of Discourse Analysis in Literacy Research: Equitable Access

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