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Positioning, power and the construction of knowledge in groupwork in a graduate second language teacher education course.

机译：研究生第二语言教师教育课程中的小组工作中的定位，力量和知识构建。

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摘要

This thesis is an ethnographic case study of a graduate language teacher education classroom which privileges constructivist perspectives and pedagogies. It is an account of how learning and interaction work in such classrooms, based on a close study of a particular group of students who were collaboratively engaged in a semester-long project in which they conducted an analysis of a high school ESL classroom.; The conceptual framework describes a complex environment, in which students must negotiate new language, concepts, and ways of learning. They are asked not only to espouse new theories, but to take them on in practice. My contention is that the single most challenging aspect in this new workspace is that of coming to define roles, hierarchies, and even learning in new ways. A good part of the analysis is tracking exactly how participants go about doing this.; One major finding is that much of the negotiating that occurred centered on issues of "authority" and "expertise," as students attempted to locate these within this new environment. Group members came to take on specific public identities within the group, and it was from these that they made contributions and knowledge claims. The identities from which they spoke, the forms of language they used, and the sorts of evidence they provided for their claims determined whether or not their contributions were incorporated into the group discourse. Participants who were more closely aligned with academic practices and values held more authority; those who could not and/or did not engage in ways that had recognizable allegiance to academic discourses were marginalized. And, despite the fact that the participant structure would seem to mute the professor's voice, the ultimate authority was in fact granted to texts that the group identified as representative of her.; This study is a close look at the workings of power and status within a pedagogy that promotes equity and inclusion. It points to a need for deeper understandings in areas where languages, cultures, and identities converge and are represented (and embedded) in social interaction.
机译：本文是民族语言学案例研究的一个研究生语言教师教育教室，它以建构主义的观点和教学方法为特权。这是对这样的教室中学习和互动的工作方式的说明，该研究是基于对一组学生的密切研究而进行的，这些学生共同参与了一个学期的项目，他们在其中对高中ESL教室进行了分析。概念框架描述了一个复杂的环境，在该环境中，学生必须协商新的语言，概念和学习方式。他们不仅被要求拥护新理论，而且要在实践中接受它们。我的争论是，在这个新工作区中最具挑战性的方面是定义角色，层次结构，甚至以新的方式学习。分析的很大一部分是准确跟踪参与者如何进行此操作。一个主要的发现是，在学生试图在新环境中找到“权威”和“专业”问题时，发生的许多谈判都围绕着“权威”和“专业”问题。小组成员开始承担小组内部的特定公共身份，正是他们从这些公共身份中做出了贡献并提出了知识主张。他们说的身份，他们使用的语言形式以及他们为主张提供的证据种类决定了他们的贡献是否被纳入了集体话语中。与学术实践和价值观更紧密结合的参与者拥有更大的权威；那些不能和/或不以忠诚的方式从事学术活动的人被边缘化了。而且，尽管参加者的结构似乎使教授的声音无语，但实际上该小组认为是代表她的文章具有最终的权威。这项研究仔细研究了在促进公平和包容性的教学法中权力和地位的运作方式。它指出需要在语言，文化和身份融合并在社交互动中表现（并嵌入）的领域进行更深入的了解。

著录项

  • 作者

    Hawkins, Margaret Rita.;

  • 作者单位

    University of Massachusetts Amherst.;

  • 授予单位 University of Massachusetts Amherst.;
  • 学科 Education Teacher Training.; Education Bilingual and Multicultural.; Education Higher.
  • 学位 Ed.D.
  • 年度 1997
  • 页码 280 p.
  • 总页数 280
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教师;高等教育;
  • 关键词

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