Storytelling in Critical Literacy Pedagogy: Removing the Walls between Immigrant and Non-Immigrant Youth

Autor/in	Enciso, Patricia
Titel	Storytelling in Critical Literacy Pedagogy: Removing the Walls between Immigrant and Non-Immigrant Youth
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 1, S.21-40 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Language Arts; Teaching Methods; Critical Reading; Literacy Education; Immigrants; Story Telling; Cultural Awareness; Middle School Students; Power Structure; Classroom Environment; Grade 6; Ethnography; Sociolinguistics; English (Second Language); Second Language Learning; English Instruction + Suchen Sie Ihr Suchwort? Sprachkultur; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Lesen; Immigrant; Immigrantin; Immigranten; Cultural identity; Kulturelle Identität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenklima; Unterrichtsklima; School year 06; 6. Schuljahr; Schuljahr 06; Ethnografie; Soziolinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; English langauage lessons; Englischunterricht
Abstract	The central focus of this research has been to document immigrant and non-immigrant students' storytelling practices and cultural knowledge and identify how these might be adapted as "cultural data sets" for academic literary study in ethnically and linguistically heterogeneous, middle-grade classrooms. Such data sets, however, have limited use when students' voices are not sustained or heard by the students themselves or by adults. This article focuses, then, on reworking relations of power in classroom practices and across school spaces so that students' voices and purposes for telling stories are recognised within school settings. The three stories the author analyses were told within and, eventually, across two, different, sixth-grade language arts classroom spaces, located side by side, and separated by a concrete block wall. In this analysis, the author draws on Blommaert's (2005) sociolinguistic and ethnographic theories of voice and their relation to specific functions of power or the "orders of indexicality" that position meanings and forms of meaning-making as they "travel" from an originating place (for example, a child's life experience) to an institution such as school. The author argues that orders of indexicality in school and classroom practices, associated with presuppositions of immigrant and non-immigrant linguistic and cultural segregation, are prevalent in multiple aspects of classroom storytelling and critical literature study. (Contains 1 footnote.) (ERIC).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10