The Misteaching Of Academic Discourses: The Politics Of Language In The Classroom

by Lilia I Bartolome

Overview

This book discusses the significance of teaching working-class linguistic minority students academic discourse styles necessary for success in school and describes one teacher's attempts to do so. It is for all those educators who are faced with issues of language, race, and class.

Product Details

ISBN-13:	9780367309572
Publisher:	Taylor & Francis
Publication date:	05/31/2021
Pages:	160
Product dimensions:	6.00(w) x 9.00(h) x (d)

Table of Contents

Foreword James Paul Gee ix

1 Understanding Academic Discourses 1

The Myth of "De-Contextualized" Language 3

Operationalizing "De-Contextualized" Language 7

Language Devaluation and Resistance 10

Teaching Academic Language to Linguistic-Minority Students 13

Mexican American Students and Linguistically Contextualized Language 14

2 Language and Ideology. The (II) literacy of Linguistic-Minority Students 17

The Political and Ideological Dimensions of Culture 19

The Political and Ideological Dimensions of Cognition 20

A Critical Sociocultural View of Literacy 21

Cultural Incongruence and Mismatch: An Ideological Trap 28

Equalizing Asymmetrical Power Relations: Creating Pedagogical Spaces for Sharing Ways of Knowing and Speaking 32

Cultural Differences in Student Use of Linguistically Contextualized Language 36

3 A Potentially Ideal Classroom 47

The Classroom Teacher 47

A School's Commitment to Linguistic-Minority Students 50

The Classroom Student Body 50

4 The Misteaching of Academic Discourses: Three Discourse Events 63

The Misteaching of Academic Discourses 64

Common Academic Discourse Events 66

5 Student Language Performance on Language Tasks 87

Picture Description Tasks 89

Noun Definition Tasks 106

6 Rethinking Academic Discourses: Some Pedagogical Comments 117

Notes 123

Index 135

Editorial Reviews

Bartolom<'e> (education, U. of Massachusetts-Boston) explores issues in teaching working-class minority students the mainstream academic ways of speaking necessary for success in school. Drawing from her own experience as a white teacher of Mexican- American students, she reveals the veiled antagonism between students and teacher, emphasizes the political dimensions of language, and critiques the dominant deficit ideology that underlies the cultural difference explanation of academic underachievement among linguistic minority students. Annotation c. by Book News, Inc., Portland, Or.

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