An Analysis of Cultural Dissonance: Emergent Readers in High School
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An Analysis of Cultural
Dissonance: Emergent
Readers in High School
Martha Bigelow, Univ. of MNNicole Pettitt, GA State Univ.
Kendall King, Univ. of MN
SLRF 2012
Pittsburgh, PA
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Adolescents with LFS/SLIFE An uncommon population in our journals
SLA - Tarone, Bigelow & Hansen (2009) School Experiences - Valenzuela (1999)
Few studies in classrooms Elementary - Platt & Troudi (1997) Post-secondary - Vásquez (2007)
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Two Different Learning Paradigms(Table 2.5, DeCapua & Marshall, 2010, p. 40)
SLIFE Conditions for Learning
US Schools
Immediate relevance Future relevance
Interconnectedness Independence
Processes for LearningShared responsibility Individual accountability
Oral transmission Written word
Activities for Learning
Pragmatic tasks Academic tasks
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Study questions
How are cultural dissonance and educational hegemony manifested and resolved in a high school ESL reading class?
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Cultural Dissonance“The mismatch between home and school when SLIFE, who come from different cultural values and different learning paradigms, encounter the mainstream culture and learning paradigm of U.S. schools”
(DeCapua & Marshall, 2011, p. 25)
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Research approach & context Four months of classroom-focused
ethnographic research Two newcomer reading classes Teacher: Ms. Mavis
Valued students’ languages and cultures Focused on developmental reading skills
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Data Audio and video
59 hours of classroom observations 5 hours of interviews 44 hours of tutoring sessions
10 focal students written work elicited assessments in English and dominant language
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Micro-ethnographic analysis Two students
Ayan Nadifa
Intertwined instances Dissonance Resolution
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Micro-ethnographic analysis
Cultural dissonance
Resolution
Ayan Work alone
Decontextualized language analysis
Completes tasks with peer support
Shows work to teacher
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“Ayan”
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Ayan
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Ayan
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15Excerpt 1: ‘No copying’ (Ayan)
INSERT VIDEO HERE
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Ayan’s interpersonal moves Engages with Ms. M. over ‘saw/see’ (prior to start) Gains support from her seatmate (turn 1) Manages relationship with student behind her, including
sharing his worksheet (3, 5, 8) Returns paper (11) Laughs and establishes physical contact with peers (12) Grabs Ms. M. and shows her paper (13, 14) Consults with seatmate (1, 2, 6, 19) Establishes contact again with student behind her (17-
18) Takes paper back again with his consent (20) Tries to engage researcher by reaching for her (24) Requests assistance from teacher (27)
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17MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
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18MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
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19MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
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20MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
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21MALP construct
Ayan’s actions & resolution
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (e.g., turn in to teacher)
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Ayan & power Preferred ways of learning (e.g., shared responsibility)
might not align with sanctioned academic practices
Doing school involves treating language and language learning as abstractions (e.g., verb chart)
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Micro-ethnographic analysis
Cultural dissonance
Resolution
Nadifa Reading strategies
Plot analysis
Engages in plot analysis
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Nadifa
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Nadifa
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Nadifa
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Excerpt 2: Authentic listening (Nadifa)
INSERT VIDEO HERE
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Excerpt 3: Nadifa protests predicting
INSERT VIDEO HERE
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29MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness
Shared responsibility
Oral transmission
Pragmatic tasks
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30MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Oral transmission
Pragmatic tasks
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31MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission
Pragmatic tasks
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32MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission Video is oral/written
Pragmatic tasks
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33MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission Video is oral/written
Pragmatic tasks Social value of storytelling to teach a lesson, to enjoy, to be entertained
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Nadifa & power Preferred literacy practices might not align with
school practices. Doing school involves giving up her authentic
ways of interacting with text. Doing school involves treating text as abstract
object
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Two Different Learning Paradigms(Table 2.5, DeCapua & Marshall, 2010, p. 40)
SLIFE Conditions for Learning
US Schools
Immediate relevance Future relevance
Interconnectedness Independence
Processes for LearningShared responsibility Individual accountability
Oral transmission Written word
Activities for Learning
Pragmatic tasks Academic tasks
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Discussion Examination of assumptions of classroom
roles, scripts, pedagogical hegemony How would you theorize these data? How can adaptation/accommodation
happen?
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Thank you!! [email protected] [email protected] [email protected]
We gratefully acknowledge: Ms. M and her students, who welcomed us into her
classroom to gather data and learn from them. The Univ. of Minnesota Dept. of Curriculum and
Instruction for providing funds to hire research assistants.