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ERIC Number: EJ863088
Record Type: Journal
Publication Date: 2009-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0300-4430
Acting out and Talking Back: Negotiating Discourses in American Early Educational Settings
Souto-Manning, Mariana
Early Child Development and Care, v179 n8 p1083-1094 Dec 2009
As a first-grade teacher preparing for the upcoming year, I was shocked to learn that George was on my new roll. His previous teacher wrote that George was a "behaviour problem", was defiant, talked back to adults, didn't speak properly, was behind academically and spent over half of kindergarten in detention. George initially gave me negative impressions, using non-standard English and more direct speech than I expected. Yet by listening closely and employing classroom discourse analysis, I came to recognise George's contributions, consequently working to dispel the myth that African-American Vernacular English (AAVE) is wrong. I started analysing my own talk, instead of blaming George for misunderstandings. We openly talked about the use of direct and indirect statements. Through this study, I suggest that kidwatching, looking closely at interactions and contexts, and seeing AAVE as a resource in class, can positively affect young children and their teachers. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A