Pedagogy of Possibility: Proleptic Teaching and Language Learning

Autor/inn/en	Phillips Galloway, Emily; Meston, Heather M.
Titel	Pedagogy of Possibility: Proleptic Teaching and Language Learning
Quelle	In: Journal of Literacy Research, 54 (2022) 4, S.402-433 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips Galloway, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X221140863
Schlagwörter	Teaching Methods; Learning Processes; Language Usage; Self Concept; Communities of Practice; College Students; Lawyers; Musicians; Activism; Transformative Learning; Personal Autonomy; Academic Language; Social Studies; Middle School Students; United States History; History Instruction; Professional Identity; Occupational Aspiration; Teacher Student Relationship; Mexican Americans; Hispanic American Students; Spanish; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Sprachgebrauch; Selbstkonzept; Community; Collegestudent; Lawyer; Rechtsanwalt; Musiker; Aktivismus; Politischer Protest; Pädagogische Transformation; Individuelle Autonomie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Gemeinschaftskunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; History lessons; Geschichtsunterricht; Berufsneigung; Berufsziel; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanoamerikaner; Hispanic; Hispanic Americans; Studentin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	We charted how one educator's use of proleptic language--or language that invoked students' imagined future identities as if they are fully realized in the present--situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility--or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students'--rather than teachers'--goals for language learning and by recognizing learners' past, present, and future selves. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01