Cultural Diversity and Discourse Practices in Grade Nine
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A01=Lynne V Wiltse
Academic English Discourse
adolescent language learning
arts
Author_Lynne V Wiltse
Cambodian Boys
Cambodian Students
Category=JHM
Category=JMB
class
Discourse Practices
educational ethnography
Educational Form
Emily's Class
Emily's Comment
Emily’s Class
Emily’s Comment
English Language Learning
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
esl
ESL Student
feast
Fieldnote Excerpts
Hybrid Literacy Practices
identity negotiation in schools
Ire Sequence
language
Language Arts Class
Language Arts Classroom
Language Arts Education
Language Minority Students
language socialization processes
legitimate
Linguistic Minority Students
Lynne V. Wiltse
Master's Thesis Research
Master’s Thesis Research
medieval
Medieval Feast
Medieval Unit
multilingual classroom discourse analysis
Native Language Education
participation
peer group communication
peripheral
Research Participants
School Community Coordinator
Sociocultural Literature
sociolinguistic interaction
student
Term Research Design
Product details
- ISBN 9781138425071
- Weight: 750g
- Dimensions: 138 x 216mm
- Publication Date: 21 Aug 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework ofcommunities of practice. She highlights issues related to second language acquisition, students immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.
