52 research outputs found
Academic language socialisation in high school writing conferences
This study examines multilingual high school writersā individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescentsā writing. Addressing adolescent writersā language socialization through microethnographic discourse analysis, the author argues that teachersā oral responses during writing conferences can either scaffold or deter studentsā socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learnersā academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster studentsā language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide studentsā discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use
Making trouble: ethnographic designs on ruling relations for students and teachers in non-academic pathways
Since 2009, all Australian states require young people to be āearning or learningā until age 17. Secondary schools and vocational colleges now accommodate students for whom the conventional academic pathways of the past were not designed. The paper reflects on a project designed to explore the moral orders in these institutional settings for managing such students in extended compulsory schooling. Originally designed as classroom ethnographies, the project involved observations over three to four weeks and interviews with teachers and students in five sites in towns experiencing high youth unemployment. The project aimed to support teachers to work productively in such classrooms with such students, under the assumption that teachers orchestrate classroom interactions. However, it became clear events in these classrooms were being shaped by relations and parties above and beyond the classroom, as much as by those present. Teachers and students were observed to both comply with, and push against, the layers of policy and institutional processes regulating their behaviours. This paper re-thinks the original project through the gaze and resources of institutional ethnography, to better account for the layers of accountabilities and documentation practices that impacted on both teacher and student behaviours. By tracing the extended webs of āruling relationsā, it shows both how teachers and students could make trouble for the institutional moral order, and then be held accountable for this trouble
Negotiating linguistic authenticity in study abroad: An ethnography of South Korean English study abroad students
āSkal vi lage pulver?ā: Om sprĆ„klige gjentakelser i lekāet bidrag til hypoteser om sprĆ„kutvikling hos smĆ„ barn
- ā¦