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ERIC Number: EJ910962
Record Type: Journal
Publication Date: 2011
Pages: 30
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0034-0553
Promises and Problems of Teaching with Popular Culture: A Linguistic Ethnographic Analysis of Discourse Genre Mixing in a Literacy Lesson
Lefstein, Adam; Snell, Julia
Reading Research Quarterly, v46 n1 p40-69 Jan-Mar 2011
This article problematises a broad consensus in favour of importing popular culture into classrooms as a means of engaging pupils, transforming interactional norms and facilitating pupil understanding. A literacy lesson in which an English primary school teacher invoked the televised talent show, "X factor", in organising the class to provide feedback on pupil writing, was video-recorded and subjected to detailed linguistic ethnographic analyses. The ways in which teacher and pupils drew upon and managed the possibilities and constraints posed by the mixing of "X factor" and classroom feedback discourse genres are investigated. While the incorporation of "X factor" led to heightened pupil involvement and significant changes in classroom interactional patterns, its overall effect on opportunities for pupil learning was mixed. The article offers a conceptual framework for contrasting discourse genres and for examining the realisation of these genres in classroom interaction. (Contains 4 tables, 2 figures, and 14 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)