The Role of Academic Discourse in Minority Students' Academic Assimilation

Autor/inn/en	White, John W.; Ali-Khan, Carolyne
Titel	The Role of Academic Discourse in Minority Students' Academic Assimilation
Quelle	In: American Secondary Education, 42 (2013) 1, S.24-42 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Academic Discourse; Language Role; Minority Group Students; Academic Achievement; Whites; Power Structure; Language Variation; Language Usage; Case Studies; First Generation College Students; Secondary School Teachers; High Schools; College Preparation; Counselor Role; Code Switching (Language); Notetaking; Essays; Classroom Communication; Hispanic American Students; African American Students; American Indian Students; Language Skills; Test Wiseness; Communication Skills + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Schulleistung; White; Weißer; Sprachenvielfalt; Sprachgebrauch; Case study; Fallstudie; Case Study; High school; Oberschule; Essay; Aufsatzunterricht; Klassengespräch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Language skill; Sprachkompetenz; Kommunikationsstil
Abstract	Many minority students enter the university without the discursive ''codes of power" that they need both to find academic success and to self-identify as scholars. High schools and college preparatory programs too often ignore the role that academic language and literacy play in success at the college level. Even when academic language is specifically taught, it is often resisted by minority students. Because language is so strongly rooted to culture and identity many minority students see the adoption of academic discourse as "selling out" or "acting White" rather than as a temporary code-switching practice. This paper presents four case studies of first-generation minority college students and how academic discourse (also referred to as academic literacy) played a part in their respective success or failure academically and socially. The paper also suggests research-based solutions for high school teachers, college counselors, and others interested in helping students adapt to the discourse community of the university. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10