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The structure of everyday narrative in a city market: An ethnopoetics approach
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Making multi-modal mathematical meaning in multilingual classrooms
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Multilingual talk, classroom textbooks and language values: a linguistic ethnographic study in Timor-Leste
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Creative writing, identity and change : a case study of American University of Beirut students in post-war Lebanon
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In: ProQuest (2014)
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The ideal 'Native Speaker' teacher: Negotiating authenticity and legitimacy in the language classroom
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An ethnographic study of teaching Chinese as a heritage language and foreign language in three educational contexts in the United Kingdom
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The discursive construction of a family literacy, language and numeracy programme: an exploration of practitioners' narratives-in-interaction
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Abstract:
This study examines the discursive practices of two Family Literacy, Language and Numeracy practitioners teaching a family literacy programme together. Drawing on positioning analysis and linguistic ethnography, I am exploring how the practitioners use narratives-in-interaction to position themselves, each other, the parents with whom they work, and the programme on which they teach. This research reveals how both dominant and locally constructed discourses are invoked, reworked and embedded within the practitioners’ narrative allusions, with such discourses often becoming naturalised through their repeated citation. Analyses of the interactional and lexical content of narratives-in-interaction facilitate this study’s twin-focus on the social identification of the narrated, and the narrators’ emergent identity construction. Investigating the discourses that circulate about parents uncovers how the telling of narratives not only impacts on the ways in which the parents are socially identified in discursive terms, but suggests that this may affect how the parents are dealt with in more practical ways by the practitioners. Through the sharing and co-construction of small stories, the practitioners make claims in relation to their own identities, particularly in terms of their working relationship with one another and the roles they undertake in concert and in counterpoint to each other.
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Keyword:
LB Theory and practice of education
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URL: http://etheses.bham.ac.uk//id/eprint/3811/ http://etheses.bham.ac.uk//id/eprint/3811/2/Chilton_12_PhD.pdf http://etheses.bham.ac.uk//id/eprint/3811/2.hassmallThumbnailVersion/Chilton_12_PhD.pdf
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39 |
Does the construction of identity subject positions by male pupils in secondary school hinder their performance in modern foreign languages (MFL) by comparison with girls?
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Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship
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