Interpreting the Rules: Language and Transformation in a Boys' Comprehensive

Autor/in	Obano, Nisha
Titel	Interpreting the Rules: Language and Transformation in a Boys' Comprehensive
Quelle	In: Changing English: Studies in Culture and Education, 25 (2018) 3, S.281-285 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2018.1484662
Schlagwörter	Males; School Culture; Teacher Student Relationship; Language Usage; Student Attitudes; Classroom Communication; Teacher Role; English Instruction; English Teachers; Drama; English Literature; Writing (Composition); Dialects; Language Variation; Single Sex Schools; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Schülerverhalten; Klassengespräch; Lehrerrolle; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schauspiel; Englische literatur; Schreibübung; Dialect; Dialekt; Sprachenvielfalt; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Ausland; Großbritannien
Abstract	This essay emerges from my position as a new trainee teacher, entering my first school, a school as unique and also as typical as any. What struck me was the complexity of the school's culture (and counter-cultures). Language was revealed as a site of resistance, a clash between staff and pupils at the point of instruction; a reluctance to read or write; an unanticipated response to text. This resistance was often shut down, yet it must at some level be meaningful. Indeed, it was often clearly communicated to me by the boys' complaints about having to read the texts prescribed to them, or indeed in the depth of the creative responses, particularly to visual images, that many of them displayed when given the opportunity to write in class. This suggests the need for a broader understanding of the way language is used, the different registers employed by pupils in interactions in the classroom; and, for me in my new role as teacher, the challenge of how to harness those moments which enable students to explore expression in ways they find meaningful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01