Building Strong Reading Muscles: Ableist Language in a Teacher's Talk about Reading

Autor/in	Coakley-Fields, Mary R.
Titel	Building Strong Reading Muscles: Ableist Language in a Teacher's Talk about Reading
Quelle	In: International Journal of Inclusive Education, 23 (2019) 3, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1432081
Schlagwörter	Elementary School Teachers; Elementary School Students; Disabilities; Reading Teachers; Reading Instruction; Classroom Communication; Language Usage; Social Discrimination; Inclusion; Grade 4; Discourse Analysis; Teacher Education Programs + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Leseunterricht; Klassengespräch; Sprachgebrauch; Soziale Benachteiligung; Soziale Schließung; Inklusion; School year 04; 4. Schuljahr; Schuljahr 04; Diskursanalyse
Abstract	Elementary school teachers are expected to teach reading 'inclusively' to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher's talk in one 'inclusive' fourth grade classroom'. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher's talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual's independent development of 'strength' as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students' participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01