NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ974625
Record Type: Journal
Publication Date: 2012-Feb
Pages: 28
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0034-527X
Permeable Textual Discussion in Tracked Language Arts Classrooms
Gritter, Kristine
Research in the Teaching of English, v46 n3 p232-259 Feb 2012
Permeable textual discussion occurs when the unofficial texts and discursive practices and personal histories that are already recognized and valued in students' cultures are scaffolds to academically sanctioned literacies. Ideally, permeable textual discussions are safe havens where students' identities (racial, gender, world views) are intentionally interwoven with classroom texts, and classroom communities are formed that responsively address matters of student identity. Yet the social contexts and instructional practices of academic tracking may shape how students reveal their identities during textual talk. This project examines the conditions of permeability during textual talk in tracked classrooms taught by the same teachers using the same texts. Using ethnographic methods and discourse analysis, the author examines how two tracked urban middle school language arts students of African American heritage revealed and hid their identities during textual talk and the instructional moves that precipitated textual talk. (Contains 5 tables.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A