Literaturnachweis - Detailanzeige
Autor/in | Braden, Sarah K. |
---|---|
Titel | Linguistic Expertise, Mockery, and Appropriateness in the Construction of Identities: A Case Study from 9th Grade Physics |
Quelle | In: Bilingual Research Journal, 42 (2019) 4, S.432-454 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Braden, Sarah K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1523-5882 |
DOI | 10.1080/15235882.2019.1688202 |
Schlagwörter | Grade 9; Physics; Science Instruction; Race; Anthropology; High School Students; Racial Attitudes; Ethnography; Spanish; Multilingualism; Heterogeneous Grouping; Discourse Analysis; Teaching Methods; Expertise; Science Laboratories; Gender Differences; Females; Hispanic American Students; Disadvantaged; Equal Education; Case Studies; Peer Relationship; Bilingualism; English (Second Language); Language Attitudes; Student Characteristics School year 09; 9. Schuljahr; Schuljahr 09; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Rasse; Abstammung; Anthropologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenfrage; Ethnografie; Spanisch; Mehrsprachigkeit; Multilingualismus; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Geschlechterkonflikt; Weibliches Geschlecht; Hispanic; Hispanic Americans; Hispanoamerikaner; Case study; Fallstudie; Case Study; Peer-Beziehungen; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten |
Abstract | This linguistic anthropological case study demonstrates the ways in which a heterogeneous lab group of adolescents in a ninth-grade physics classroom constructed "raciolinguistic ideologies" that intersected with their locally constructed notions of science expertise. Using ethnography and discourse analysis this study unpacks how students in one lab group, guided by their teacher's instruction, constructed a model of personhood for science expertise that largely excluded female and Latinx students. Mock Spanish emerged as a central practice through which this marginalization was achieved. Implications for promoting equity for multilingual youth in heterogeneous classrooms are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |