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The dilemma of the language-minority stud
- Date Issued:
- 2013
- Summary:
- If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses.
Title: | The dilemma of the language-minority stud. |
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Name(s): |
Ruiz, Maegan, author Galin, Jeffrey R., Thesis advisor Dorothy F. Schmidt College of Arts and Letters, Degree grantor Department of English |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Issuance: | single unit | |
Date Created: | Fall 2013 | |
Date Issued: | 2013 | |
Publisher: | Florida Atlantic University | |
Physical Form: | Online Resource | |
Extent: | 114 p. | |
Language(s): | English | |
Summary: | If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses. | |
Identifier: | FA0004053 (IID) | |
Note(s): |
Includes bibliography. Thesis (M.A.)--Florida Atlantic University, 2013. |
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Subject(s): |
Discourse analysis Language and education Language and languages -- Variation Linguistic minorities -- Education Multilingualism Sociolinguistics |
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Held by: | Florida Atlantic University Digital Library | |
Sublocation: | Boca Raton, Fla. | |
Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA0004053 | |
Restrictions on Access: | All rights reserved by the source institution | |
Restrictions on Access: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU |