“Middle class aura” in public schools

Payne, Charles; Bennett, Carson M.

doi:10.1080/08878737709554658

“…As a result, findings from this group are often regarded as universal. For a discussion of this problem, see Chanan and Gilchrist 1974, Payne and Bennett 1977. In general, the literature characterizes this group as school-oriented, aspiring toward upward mobility through formal institutions, and providing enculturation which positively values routines of promptness, linearity (in habits ranging from furniture arrangement to entrance into a movie theatre), and evaluative and judgmental responses to behaviors which deviate from their norms.…”

Section: From Community To Classroommentioning

confidence: 99%

What no bedtime story means: narrative skills at home and school

Heath¹

1987

Language Socialization Across Cultures

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Language in Society.http://www.jstor.org In a series of "reading cycles," mother and child alternate tums in a dialogue: the mother directs the child's attention to the book and/or asks what-questions and/or labels items on the page. The items to which the what-questions are directed and labels given are two-dimensional representations of threedimensional objects, so that the child has to resolve the conflict between perceiving these as two-dimensional objects and as representations of a threedimensional visual setting. The child does so "by assigning a privileged, autonomous status to pictures as visual objects" (1978: 5). The arbitrariness of the picture, its decontextualization, and its existence as something which cannot be grasped and manipulated like its "real" counterparts is learned through the routines of structured interactional dialogue in which mother and child take turns playing a labelling game. In a "scaffolding" dialogue (cf. Cazden 1979), the mother points and asks "What is x?" and the child vocalizes and/or gives a nonverbal signal of attention. The mother then provides verbal feedback and a label. Before the age of two, the child is socialized into the "'initiation-replyevaluation sequences" repeatedly described as the central structural feature of classroom lessons (e.g., Sinclair and Coulthard 1975; Griffin and Humphry 1978; Mehan 1979). Teachers ask their students questions which have answers prespecified in the mind of the teacher. Students respond, and teachers provide

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“…For a discussion of this problem, see Chanan andGilchrist 1974, Payne andBennett 1977. In general, the literature characterizes this group as school-oriented, aspiring toward upward mobility through formal institutions, and providing enculturation which positively values routines of promptness, linearity (in habits ranging from furniture arrangement to entrance into a movie theatre), and evaluative and judgmental responses to behaviors which deviate from their norms. Moreover, numerous studies of behavioral phenomena (for example, mother-child interactions in language learning) either do not specify that the subjects being described are drawn from mainstream groups or do not recognize the importance of this limitation.…”

mentioning

confidence: 99%

“…As a result, findings from this group are often regarded as universal. For a discussion of this problem, see Chanan andGilchrist 1974, Payne andBennett 1977. In general, the literature characterizes this group as school-oriented, aspiring toward upward mobility through formal institutions, and providing enculturation which positively values routines of promptness, linearity (in habits ranging from furniture arrangement to entrance into a movie theatre), and evaluative and judgmental responses to behaviors which deviate from their norms.…”

mentioning

confidence: 99%

What no bedtime story means: Narrative skills at home and school

Heath

¹

1982

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to Language in Society.http://www.jstor.org In a series of "reading cycles," mother and child alternate tums in a dialogue: the mother directs the child's attention to the book and/or asks what-questions and/or labels items on the page. The items to which the what-questions are directed and labels given are two-dimensional representations of threedimensional objects, so that the child has to resolve the conflict between perceiving these as two-dimensional objects and as representations of a threedimensional visual setting. The child does so "by assigning a privileged, autonomous status to pictures as visual objects" (1978: 5). The arbitrariness of the picture, its decontextualization, and its existence as something which cannot be grasped and manipulated like its "real" counterparts is learned through the routines of structured interactional dialogue in which mother and child take turns playing a labelling game. In a "scaffolding" dialogue (cf. Cazden 1979), the mother points and asks "What is x?" and the child vocalizes and/or gives a nonverbal signal of attention. The mother then provides verbal feedback and a label. Before the age of two, the child is socialized into the "'initiation-replyevaluation sequences" repeatedly described as the central structural feature of classroom lessons (e.g., Sinclair and Coulthard 1975; Griffin and Humphry 1978; Mehan 1979). Teachers ask their students questions which have answers prespecified in the mind of the teacher. Students respond, and teachers provide

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“…Belonging to a culture of literacy, even prior attending the school, this culture continues to support and add credibility to the literacy experiences as students are scholarised. There are often mismatches between the class expectations of "literacy of culture" and those of the students -not all students come from well established culture of literacy context (personal experience and familiarity with mainstream literary practices - Payne & Bennett, 1977;Brice Heath, 1994;Street, 1994) These mismatches may relate to low motivation, disinterest and unwillingness to experiment with new literature, or lack of courage to improve literacy skills.…”

Section: Introductionmentioning

confidence: 99%

How teachers develop content literacy of their students and use children’s literature for such purposes

Shockett-Qafleshi

¹

2011

Bellaterra J. Teach. Learn. Lang. Lit

0

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This article centers round significant issues such as how children's literature supports the development of content literacy of students and what content literacy implies in itself. Based on a case study in a children's literature class, the author first defines content literacy, then outlines how mismatches in the classes derived from different cultural backgrounds of the students can influence the development of literacy in school. The article provides a brief analysis of classroom data followed by a proposal for developing students' content literacy development when they are asked to work with a novel; appropriate strategies to establish reading and writing comprehension of classic novels (in this case study"Treasure Island") in order to motivate students; how to develop activities aimed at helping students improve their analytical reading and writing skills; and how to sharpen children's selfregulated learning skills.

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“Middle class aura” in public schools

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What no bedtime story means: narrative skills at home and school

What no bedtime story means: narrative skills at home and school

What no bedtime story means: Narrative skills at home and school

How teachers develop content literacy of their students and use children’s literature for such purposes

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