NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ946922
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1360-3116
"Speaking" Deficit into (Or out Of) Existence: How Language Constrains Classroom Teachers' Knowledge about Instructing Diverse Learners
Paugh, Patricia Cahill; Dudley-Marling, Curt
International Journal of Inclusive Education, v15 n8 p819-833 2011
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elementary classrooms. The analysis indicates the power of normative and deficit discourses that continue to predominate within educational culture. It reflects on this analysis and discusses potential benefits of centralising language awareness and a social/critical lens to ongoing professional development.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A