ERIC Number: EJ948879
Record Type: Journal
Publication Date: 2011-Dec
Abstractor: As Provided
Reference Count: 55
Isn't that Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma
Brown, Bryan A.
Journal of Science Teacher Education, v22 n8 p679-704 Dec 2011
The manuscript examines the relationship between language, identity, and classroom learning. Through an exploration of a series of research studies conducted over the course of 6 years, this manuscript examines how the idea of "Good Teaching" fails to account for the language-identity learning dilemma. In stage one of the research, a series of studies demonstrated how students encountered cultural conflicts as they attempted to use the language of science. The results of that research lead to the development of the construct of Discursive Identity as a lens to understand language interactions. Stage two of the research involved a series of examinations of alternative approaches to teaching that would assist minority students in their science learning. The implications of this research highlight the relationship between students' cognition and the sociocultural interaction that effect students' willingness to engage in academic discourse.
Descriptors: Academic Discourse, Minority Group Students, Teaching Methods, Self Concept, Research Projects, Discourse Analysis, Sociocultural Patterns, Student Attitudes, Urban Schools, Science Instruction, Communication Problems, Culture Conflict
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A