(Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach

Castanheira, Maria Lucia; Green, Judith; Dixon, Carol N.; Yeagerb, Beth

doi:10.1016/j.ijer.2007.09.005

Cited by 26 publications

(13 citation statements)

References 16 publications

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“…In alignment with design research (Bradley & Reinking, ; Cobb et al., ), our analysis was guided by broader questions regarding workability and effectiveness of the program components and how the program seemed to benefit participants. To analyze the data and seek out patterns across the 15 hours of buddy interactions, we created event maps (Castanheira et al., ), which included student and teacher activity, transcription of student talk, and a column for analysis where we began using open and axial coding (Corbin & Strauss, ).…”

Section: Discussionmentioning

confidence: 99%

“…To analyze the data and seek out patterns across the 15 hours of buddy interactions, we created event maps (Castanheira et al, 2007), which included student and teacher activity, transcription of student talk, and a column for analysis where we began using open and axial coding (Corbin & Strauss, 2008). During the open coding stage we identified discursive moves that fourth-grade BBs used to mediate literacy tasks with their kindergarten LBs.…”

Section: Discussionmentioning

confidence: 99%

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Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Daniel

Martin‐Beltrán

Peercy

et al. 2015

TESOL J

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Building on theories of scaffolding and previous research on scaffolding between adults and children, this article provides empirical examples of over-scaffolding as it occurs in peer-topeer literacy activities among elementary-level emergent bilingual students. In their analysis of data from the first year of a design-based research project (Bradley & Reinking, 2011) consisting of a cross-aged peer-tutoring program, the authors shed light on how their curriculum tools unintentionally overscaffolded students' interactions. Over-scaffolding limited students' productive and substantive engagement and inadvertently led students to enact the prevalent initiate-respondevaluate discourse pattern in their partner discussions. The broader phenomena of over-scaffolding in many classrooms may position emergent bilinguals as passive respondents in literacy interactions rather than as active participants in their language and literacy learning. To ensure that learners are participating and teachers and tutors are scaffolding literacy practices appropriately, the authors advocate for responsive, contingent scaffolding to keep learners productively engaged. The aim is for the findings and implications to help readers reexamine their own interactive literacy practices and research TESOL Journal 7.2, June 2016 393

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Daniel

Martin‐Beltrán

Peercy

et al. 2015

TESOL J

View full text Add to dashboard Cite

show abstract

“…Because we view language use and learning as socially situated, we were also influenced by work in Interactional Ethnography that illuminates moment-to-moment discursive moves as part of the social process of learning (Castanheira, Crawford, Dixon, & Green, 2001;Castanheira, Green, Dixon, & Yeagerb, 2007;Gee & Green, 1998). We view our work as ethnographic in the ways that we seek to learn about "the cultural knowledge, and cultural artifacts that members need to use, produce, predict, and interpret to participate in everyday life within a social group, e.g., a classroom, or a small group within a classroom" (Castanheira et al, 2001, p. 394).…”

Section: Discussionmentioning

confidence: 99%

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

Martin‐Beltrán

2014

International Multilingual Research Journal

132

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“…His public declarations to this effect, coupled with a picture on the wall of the public bar of this relative standing on the threshold of the Six Tuns, substantially added to my stock among those who considered themselves to be proper villagers and now considered me likewise. In turn, my transition from being outside to inside this cultural fraction (see Castanheira et al 2007) made me more interesting to the new squirearchy, many of whom wanted to become more local. As one interviewee put it: I mean you're a local aren't you, but I can't say I am even if I have been in Eamesworth for over a decade now.... Perhaps I should bring a photo of my granny into the pub and put it next to the picture of yours.…”

Section: Trustmentioning

confidence: 99%

On the Potential of Being a Village Boy: An Argument for Local Rural Ethnography

Heley¹

2011

Sociologia Ruralis

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This article explores the significance of researcher's positionality for the interpretation of local cultures of rurality. Drawing on personal experience of studying the apparent emergence of a new squirearchy in an English village, it argues that backyard ethnographies, in which researchers study worlds with which they are already familiar if not intimate, can offer valuable insights into cultures of rurality by facilitating particular forms of disclosure and understanding. While the potential value of insider status, and indeed participant observation, has become increasingly debated in rural research, the implications of being local have been largely neglected. The article discusses the significance of being local in terms of privileged access to elite cultures in rural space, focusing on how it assists enquiry in terms of acceptance, observation and interpretation. At the same time, it highlights some of the challenges to this mode of investigation. The article draws on material from a locality based study of the so-called new squirearchy in England.

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(Re)Formulating identities in the face of fluid modernity: An interactional ethnographic approach

Cited by 26 publications

References 16 publications

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities

On the Potential of Being a Village Boy: An Argument for Local Rural Ethnography

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