Literaturnachweis - Detailanzeige
Autor/in | Wagner, Josefine |
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Titel | Ada, Ada, Ada, and Ada: Transforming Learner Identities through Social Practice |
Quelle | In: Anthropology & Education Quarterly, 54 (2023) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Wagner, Josefine) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0161-7761 |
DOI | 10.1111/aeq.12439 |
Schlagwörter | Ethnography; Self Concept; Discourse Analysis; Teacher Student Relationship; German; Second Language Learning; Multilingualism; Illiteracy; Elementary School Students; Special Needs Students; Labeling (of Persons); Stereotypes; Clinical Diagnosis; Cultural Differences; Socialization; Reading Skills; Foreign Countries; Germany Ethnografie; Selbstkonzept; Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Deutscher; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Analphabetismus; Sonderpädagogischer Förderbedarf; Labeling-Ansatz; Klischee; Kultureller Unterschied; Socialisation; Sozialisation; Reading skill; Lesefertigkeit; Ausland; Deutschland |
Abstract | I draw on ethnographic data from a German school to explore discursive practices of educators that rationalize the illiteracy of 10-year-old, multilingual Ada. I juxtapose various moments of school life that "thickened" Ada's learner identities and find that special needs labeling often rested on pragmatic considerations of resource management and that cultural stereotyping reinforced a medical diagnosis. I also show that social learning was a way to counteract and reshape Ada's identity as a reader. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |