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Hope is the thing with metaphors de-situating literacies and learning in English Language Arts classrooms

Hope is the thing with metaphors de-situating literacies and learning in English Language Arts classrooms

 Enright, Kerry Anne.
 2012
 p. 35-51 English
Ngôn ngữKnowledge construction.Socialization.Literacy.Classroom discourse.
Tác giả CN Enright, Kerry Anne.
Nhan đề Hope is the thing with metaphors: de-situating literacies and learning in English Language Arts classrooms / Kerry Anne Enright, Daniela Torres-Torretti and Orlando Carreon
Thông tin xuất bản 2012
Mô tả vật lý p. 35-51
Tóm tắt In this article, we examine the relationship between classroom talk, teacher—student roles and paradigms for literacy and learning in two ninth-grade English Language Arts classes. Our goal was to understand how these roles and practices socialized students into norms for academic language and literacy as they read and wrote poetry in preparation for a high-stakes standardized essay. Drawing from social and critical approaches to literacy, we describe how a policy-driven narrowing of the curriculum also narrowed conceptions of literacy and knowledge. Differences in the treatment of students’ poems versus the Dickinson poem positioned students as unable to co-construct knowledge. The high-stakes essay, not yet assigned, drove almost all discourse about text, meaning and legitimate knowledge, essentially ‘de-situating’ literacy from the tasks and immediate context and prioritizing technical skills over communicative purposes. Implications for research, teaching and students’ development of academic language and literacy address the tension between meaningful literacy instruction and accountability demands of contemporary classrooms
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Knowledge construction.
Từ khóa tự do Socialization.
Từ khóa tự do Literacy.
Từ khóa tự do Classroom discourse.
Tác giả(bs) CN Enright, Kerry Anne.
Tác giả(bs) CN Carreon, Orlando.
Tác giả(bs) CN Torres-Torretti, Daniela.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Hope is the thing with metaphors: de-situating literacies and learning in English Language Arts classrooms / |c Kerry Anne Enright, Daniela Torres-Torretti and Orlando Carreon
260[ ] |c 2012
300[ ] |a p. 35-51
362[ 0] |a Vol. 26 (January 2012)
520[ ] |a In this article, we examine the relationship between classroom talk, teacher—student roles and paradigms for literacy and learning in two ninth-grade English Language Arts classes. Our goal was to understand how these roles and practices socialized students into norms for academic language and literacy as they read and wrote poetry in preparation for a high-stakes standardized essay. Drawing from social and critical approaches to literacy, we describe how a policy-driven narrowing of the curriculum also narrowed conceptions of literacy and knowledge. Differences in the treatment of students’ poems versus the Dickinson poem positioned students as unable to co-construct knowledge. The high-stakes essay, not yet assigned, drove almost all discourse about text, meaning and legitimate knowledge, essentially ‘de-situating’ literacy from the tasks and immediate context and prioritizing technical skills over communicative purposes. Implications for research, teaching and students’ development of academic language and literacy address the tension between meaningful literacy instruction and accountability demands of contemporary classrooms
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Knowledge construction.
653[ ] |a Socialization.
653[ 0] |a Literacy.
653[0 ] |a Classroom discourse.
700[ 1] |a Enright, Kerry Anne.
700[ 1] |a Carreon, Orlando.
700[ 1] |a Torres-Torretti, Daniela.
773[ 0] |t Language and education |g 2012, Vol26, N.5
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