Acting out and Talking Back: Negotiating Discourses in American Early Educational Settings

Autor/in	Souto-Manning, Mariana
Titel	Acting out and Talking Back: Negotiating Discourses in American Early Educational Settings
Quelle	In: Early Child Development and Care, 179 (2009) 8, S.1083-1094 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Standard Spoken Usage; Discourse Analysis; English; Elementary School Students; Behavior Problems; Student Behavior; Black Dialects; Teacher Student Relationship; Classroom Communication; Interaction; African American Students; Grade 1; Language Usage + Suchen Sie Ihr Suchwort? Gesprochene Sprache; Umgangssprache; Diskursanalyse; English language; Englisch; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Interaktion; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 01; 1. Schuljahr; Schuljahr 01; Sprachgebrauch
Abstract	As a first-grade teacher preparing for the upcoming year, I was shocked to learn that George was on my new roll. His previous teacher wrote that George was a "behaviour problem", was defiant, talked back to adults, didn't speak properly, was behind academically and spent over half of kindergarten in detention. George initially gave me negative impressions, using non-standard English and more direct speech than I expected. Yet by listening closely and employing classroom discourse analysis, I came to recognise George's contributions, consequently working to dispel the myth that African-American Vernacular English (AAVE) is wrong. I started analysing my own talk, instead of blaming George for misunderstandings. We openly talked about the use of direct and indirect statements. Through this study, I suggest that kidwatching, looking closely at interactions and contexts, and seeing AAVE as a resource in class, can positively affect young children and their teachers. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10