ERIC Number: EJ719851
Record Type: Journal
Publication Date: 2004
Reference Count: 39
Disrupting Literacy Practices in a Learning Community: Empowerment through Voicing
McGill Journal of Education, v39 n2 p199-219 Spr 2004
This paper adopts a sociocultural perspective on learning (Vygotsky, 1978, 1986) to explore connections between the concept of voicing (Bakhtin 1981, 1986) and a Year four student's second language learning in Australia. Results are drawn from a qualitative study conducted in the Australian outback, through ethnographic research strategies, which involved implementing a Language and Culture Awareness Program in a Year 4 classroom. Analysis of selected data related to the learning and development of Jerry, a Year four student, is framed within a discourse of values and practice (Bourdieu, 1990, 1993; Cummins, 1996). The discussion relates Jerry's opportunities to explore French through purposeful tasks to the disruption of ritualized practices in a predominantly Anglo-Catholic community.
Descriptors: Foreign Countries, Sociocultural Patterns, Ethnography, Second Language Learning, French, Elementary School Students, Grade 4, Language Usage, Identification (Psychology), Bilingual Students
The McGill Journal of Education, Education Building, 3700 McTavish Street, Room 345, Montreal, Quebec, H3A 1Y2. Tel: 514-398-4246.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4
Authoring Institution: N/A
Identifiers - Location: Australia