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Making the significant significant: A discourse analysis examining the teacher's role in negotiating meaning of text with culturally and linguistically diverse students.

机译：发挥重要作用：话语分析检查了教师在与文化和语言各异的学生谈判文本含义中的作用。

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摘要

This study reports data from a three-month discourse analysis of a fifth-grade teacher's language used to negotiate meaning of text with linguistically and culturally diverse students. Specifically, I use Gee's (2005) discourse analysis methodology to examine the teacher's language-in-use for seven building tasks of language---significance, activities, identities, relationships, politics (the distribution of social goods), connections, and sign systems and knowledge---in a micro level analysis for eight teaching episodes covering reading and/or social studies instruction. In doing so, I conceptualize categories and subcategories of language use for each of the language building tasks. I find that the teacher used instructional language overwhelmingly to build significance (almost two-thirds of the coded data) and that in building significance the teacher used reproduction of meaning (including repetition, paraphrase, and citation), prosodic devices, questions, overt attention, life connection, and adjective labeling. In a macro level of analysis, I examine the content of the meanings the teacher negotiated, and find that situated meanings in her discourse often allude to issues of power that implicate a discourse model of a critical outlook on social studies and social issues that appear in social studies, reading and other texts. I end with a discussion of how these findings might be of practical use for educators and suggestions for future research.
机译：这项研究报告的数据来自对一个五年级老师的语言进行的为期三个月的语篇分析，该语言用于与语言和文化背景各异的学生协商文本的含义。具体来说，我使用Gee（2005）的话语分析方法来检查教师在七种语言构建任务中的使用语言-意义，活动，身份，关系，政治（社会商品的分布），联系和符号系统和知识-对八个教学情节的微观分析，涵盖阅读和/或社会研究指导。在此过程中，我将每种语言构建任务的语言使用类别和子类别概念化。我发现老师绝大多数使用教学语言来建立意义（将近三分之二的编码数据），而老师在建立意义上则使用了意义的再现（包括重复，释义和引文），韵律手段，问题，明显的注意力，生活联系和形容词标签。在宏观分析中，我检查了老师商定的含义的内容，发现在她的话语中所处的情境常常暗指权力问题，这种权力问题暗示了对社会研究和社会问题的批判观点的话语模型。社会研究，阅读和其他文本。最后，我将讨论这些发现如何对教育工作者具有实际意义，并为未来的研究提供建议。

著录项

  • 作者

    Wheeler, Keith S.;

  • 作者单位

    Southern Illinois University at Carbondale.;

  • 授予单位 Southern Illinois University at Carbondale.;
  • 学科 Language Linguistics.;Education Reading.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 211 p.
  • 总页数 211
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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