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Metalinguistic activity, humor and social competence in classroom discourse
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Nombres y relaciones sociales: el grupo de iguales como comunidad interpretativa ; Names and social relations: the peer group as an interpretive community
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Poveda, David. - : Universidad Autónoma de Madrid. Departamento de Psicología Evolutiva y de la Educación, 2016
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Multimodalidad y participación de la infancia sorda en contextos de socialización literaria informales ; Multimodality and deaf children's participation in informal literature socialization contexts
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Discurso, conocimiento social e identidad en un grupo de iguales gitano ; Discourse, social knowledge and identity in a gypsy peer group
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Poveda, David. - : Universidad Complutense de Madrid. Servicio de Publicaciones, 2016
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Linguistic ethnography and the study of welfare institutions as a flow of social practices: the case of residential child care institutions as paradoxical institutions
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Un estudio interpretativo de una clase bilingüe hispana de primer grado
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Teacher knowledge and minority students: the potential of saberes docentes
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| 9 |
Literacy artifacts and the semiotic landscape of a Spanish secondary school
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Abstract:
This is the peer reviewed version of the following article: Poveda, David. Literacy artifacts and the semiotic landscape of a Spanish secondary school. Reading Research Quarterly 47.1 (2012): 61-88, which has been published in final form at http://dx.doi.org/10.1002/RRQ.010. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. ; In this article, I examine literacy artifacts placed by students in different locations of a state-run secondary school in the city of Madrid, Spain. The data were gathered as part of a two-year long multilevel ethnography focused on the social and academic trajectories of immigrant students in Spanish compulsory secondary education. The analysis draws from concepts developed in semiotics, linguistic anthropology, literacy studies, and social geography. Two broad types of literacy artifacts configured the school’s semiotic landscape: political texts and graffiti. In turn, these artifacts were tied to two youth expressive styles present in the school: left-wing anarkas and Latino reggaetoneros. Students associated with these expressive styles tended to have different ethnic backgrounds and followed different socioacademic trajectories: anarkas tended to be of Spanish origin and often moved on to preuniversity education while reggaetoneros were predominantly Latin American and were geared towards vocational/remedial forms of secondary education. Drawing from concepts in social geography, the analysis suggests that anarka texts occupied official spaces in the school and were construed as “in place” while reggaetonero artifacts occupied unofficial spaces and were construed as “out of place.” I argue that this distribution, along side other institutional practices and discourses, contributed to the construction of Latin American origin immigrant students’ less favorable academic trajectories.
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Keyword:
Anthropological Linguistics; Immigrants; Language Styles; Psicología; Secondary Education; Socioeconomic Status; Sociología
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URL: https://doi.org/10.1002/RRQ.010
http://hdl.handle.net/10486/666760
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Las representaciones expertas sobre las solicitantes individuales en los procesos de adopción ; Expert representations on individual candidates in adoption processes
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