Analyzing the Language of Struggle in Search of Hope for Teachers

Autor/inn/en	Schmidt, Renita; Whitmore, Kathryn F.
Titel	Analyzing the Language of Struggle in Search of Hope for Teachers
Quelle	In: Journal of Literacy Research, 42 (2010) 4, S.385-417 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Rhetoric; Written Language; Second Language Learning; Rhetorical Criticism; Discourse Analysis; Oral Language; Content Analysis; English (Second Language); Politics of Education; Evaluation Methods; Student Evaluation; Persuasive Discourse; Language Usage; Power Structure; Elementary School Teachers; Reading Instruction; Literacy Education; Inquiry; Video Technology; Vignettes + Suchen Sie Ihr Suchwort? Rhetorik; Geschriebene Sprache; Zweitsprachenerwerb; Diskursanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Inhaltsanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Educational policy; Bildungspolitik; Schulnote; Studentische Bewertung; Persuasion; Persuasive Kommunikation; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht
Abstract	This article presents a detailed case study analysis of oral and written language expressed by Jacqueline Meyer, a teacher of elementary English Language Learners (ELL),as she struggled to navigate the current political terrain with her students. Ms. Meyer's district adopted commercial materials and increased the amount and substance of testing for her students, thereby increasing the likelihood that her students would be viewed from a deficit point of view. Ms. Meyer was selected for an in-depth case study because in her words we heard the history of ELL marginalization and the local and federal mandates of NCLB that challenged the core of her beliefs, but we also saw her struggle to maintain her own (and her students') identities. Content, rhetorical, and critical discourse analyses of her talk revealed her teaching identity as a "theoretician" who speaks with an "art-full" and "strategic" voice. The rhetorical analysis illuminated Ms. Meyer's skill with persuasive language that evoke demotion, and the critical discourse analysis illuminated her ability to strategically use language to shift power and positioning. Together, these tools enabled us to see how she effectively used language to improvise a persuasive and poetic argument and to operate strategically in challenging times. (Contains 3 tables, 4 figures, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10