Linguistic Expertise, Mockery, and Appropriateness in the Construction of Identities: A Case Study from 9th Grade Physics

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01