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LRA 2011

Conference presentation for February 19, 2011
by

Lara Handsfield

on 24 November 2012

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Transcript of LRA 2011

The co-construction of strategic reading,
language ideologies, and identities during a literature discussion event

NCTEAR
February 19, 2011

Lara J. Handsfield
Thomas P. Crumpler
Illinois State University Isabel:
3rd year bilingual teacher
Native English speaker, fluent in Spanish
Emphasized
Worskhop approach
Engagement
Strategic reading
Collaboration and social interaction 5 (later 6) Native Spanish-speaking boys
Avery
Alejandro,
Jesus
Jose
Esteban
(David)
Varying stages of English language development IDEOLOGICAL LANDSCAPES
Literature discussion
Student-student interaction around texts
Reader response, negotiated meaning
Authentic literature > decontextualized skills, basal
Transitional bilingual education
English > L1
Assessment of technical competencies, discrete word knowledge
English communicative competence as status marker
Standardization
High stakes assessment
Discrete, decontextualized knowledge
Content > Process
Strategic reading
Process > content
Pragmatics, analytic warrants > discrete knowledge School: "Southend Elementary"
TBE
Title 1
AYP concerns
Teacher: "Isabel"
3rd year teacher
Native English-speaker "Dude, it's not a appropriate word": Word identification, language ideologies, and social identities in a literature discussion group

Thomas P. Crumpler
Lara J. Handsfield
Illinois State University

Monday, April 16, 2012
4:05-5:35 PM Theoretical grounding as a warrant for micro-level analyses of classroom language and literacy events
Data analysis:
Microethnographic Discourse Analysis (Bloome et al, 2005): How ideologies and identities are discursively constructed and contested at the micro-level
Semiotic analysis of body movements through space and time Research Questions
Primary question: How are curricular ideologies and participant identities constructed in this event?
Secondary question: How can we understand the relationship between discursive (utterance) and physical "moves"? 5:21: The dictionary doesn't have booger. 5:28: It has words! Why do you think they call it a dictionary? 4:44: Why did they call it a dictionary? I think we should call it the World of Words. --Negotiating ideologies of language and literacy:
Valuing of discrete word knowledge and proficiencies, and English communicative competence
Valuing strategic approach: morphological/analytical and pragmatic knowledge for word identification
Physical movements across space are also ideologically laden
--How ideologies are negotiated discursively and physically is tied up with social status (e.g., who gets "duded")
--Avery gets little interactional validation for his performance of the Discussion Director role
--Attending to both larger physical movements and utterances with respect to simultaneity. --Alejandro invokes discrete word knowledge and traditional notions of English communicative competence as he asserts his position as Discussion Director
--Avery engages in tactical maneuvers (de Certeau, 1984) within the event to forward his agenda and ideas about identifying the word. He...
waits for cracks to form in Alejandro's discrete word knowledge frame
links his attempts at inserting his ideas to peer group discourse ("dude," "ginormous")
appropriates a discrete word knowledge frame (word calling, physically joining in the event as they move around the classroom
This appropriation involves parodic discourse (Bakhtin, 1981). "Too bad, so sad. You cannot find the answer." Avery TOO BAD, SO SAD?
Avery does not receive interactional validation for the Discussion Director role
He does verify his assertion that booger was not in the dictionary
He also succeeds in disrupting Alejandro's leadership position within the social group, although not in Isabel's eyes from what we can ascertain.
Tactics
Parody
At the same time, arguably, none of them are any further along in the task of literary interpretation.
SO WHAT?
Teacher role in mediating peer discussion groups?
Teacher development: recognizing and mediating ideologies in the interest of learning
Importance of attending to both larger body movements and utterance to understand the overlapping of identity performance THEORETICAL FRAMES
--Social spaces, identities, and literacy practices as coconstructed in every day practice (Lewis, Enciso & Moje, 2007) and across timescales (Lemke, 2000; Wortham, 2006)
--Bakhtin (1984)
Heteroglossia and dialogism
Ideological landscapes (chronotopes) that structure practices
--deCerteau (1984)
Tactics and strategies in the "everyday" practice
Negotiating power "on the ground" Indeterminacy: "people in interaction with each other ... can construct a working consensus that allows the event to continue and run its course although the interlocutors may be referencing different meanings. That is, the event can proceed smoothly without people necessarily having to agree too specifically about what is happening or what meanings are being created" (Bloome et al, 2005, p. 146). Research Project:
Multilingualism, multiliteracies & teacher development
2 year study, 2006-2008
Funded by the Spencer Foundation Focal Event ? ? ? ? ? ? ? ? Students:
5 (later 6) native Spanish-speaking boys
Avery and Alejandro
Esteban, Jesus, Jose, (David)
Varying stages of oral English develpment ? Thank you!

Contact:
Lara J. Handsfield - lhandsf@ilstu.edu
Thomas P. Crumpler - tpcrump@ilstu.edu
Full transcript