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Classroom response system-mediated science learning with English language learners / Juliet Langman and Carmen Fies
// Language and education 2010, Vol24, N.2 2010p. 81- 99 We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional op¬portunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of dis¬course. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.
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Connecting multiliteracies and engagement of students from low socio-economic backgrounds: using Bernstein’s pedagogic discourse as a bridge / Katina Penklis Zammit
// Language and education 2011, Vol25, N.3 2011p. 203-220 Many students in Australia from low socio-economic status (SES) backgrounds have historically been alienated from learning and education because of the narrow definition of literacy and of what counts as legitimate texts. Consequently, traditional pedagogy, curriculum and assessment practices disengage many students. To address this issue, we embedded multiliteracies utilising information and communication technologies (ICTs) into three low SES classroom programmes and found that the associated classroom messages greatly enhanced the students’ engagement in learning and their view of themselves as learners. This approach worked better than the traditional approaches because students created multimodal texts that changed what was seen as legitimate school texts and thus credited them as literate individuals. This paper discusses students as co-constructors of knowledge, who used ICTs for an authentic purpose. It considers changes in students’ engagement and achievement as the result of shifts in the pedagogic discourse and the way that the discourses of power played out in the classrooms, via the messages students received about their knowledge, ability, control, voice and place.The multiliteracies-based unit of work utilising ICTs provided spaces for students to develop new literacy practices and to view school as a place for them
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Hope is the thing with metaphors: de-situating literacies and learning in English Language Arts classrooms / Kerry Anne Enright, Daniela Torres-Torretti and Orlando Carreon
// Language and education 2012, Vol26, N.5 2012p. 35-51 In this article, we examine the relationship between classroom talk, teacher—student roles and paradigms for literacy and learning in two ninth-grade English Language Arts classes. Our goal was to understand how these roles and practices socialized students into norms for academic language and literacy as they read and wrote poetry in preparation for a high-stakes standardized essay. Drawing from social and critical approaches to literacy, we describe how a policy-driven narrowing of the curriculum also narrowed conceptions of literacy and knowledge. Differences in the treatment of students’ poems versus the Dickinson poem positioned students as unable to co-construct knowledge. The high-stakes essay, not yet assigned, drove almost all discourse about text, meaning and legitimate knowledge, essentially ‘de-situating’ literacy from the tasks and immediate context and prioritizing technical skills over communicative purposes. Implications for research, teaching and students’ development of academic language and literacy address the tension between meaningful literacy instruction and accountability demands of contemporary classrooms
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