Using Critical Discourse Analysis to Understand and Facilitate Identification Processes of Bilingual Adults Becoming Teachers

Cahnmann, Melisa; Rymes, Betsy; Souto‐Manning, Mariana

doi:10.1207/s15427595cils0204_1

Cited by 17 publications

(6 citation statements)

References 2 publications

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“…These key themes included issues of social justice or equity relating to education in general or to teaching and learning among youths and adult learners, with the following categories of findings: Learning across social differences (Fernsten, ; Gebhard et al., ; Hammond, ; Hashimoto, ; Johnson, , ; Marshall & Toohey, ; Powell, ; Schieble, ) Transformations in learner identity (Chen, ; Fernsten, , ; Goulah, ; Menard‐Warwick & Palmer, ; R. Rogers, ; Schmidt & Whitmore, ) Curricular materials and discourses (Dennis, ; Glenn, ; Hashimoto, ; Marshall & Toohey, ; R. Rogers & Christian, ; Schieble, ; Schmidt, ; Taylor, ; P.A. Young, ) Transformations in teacher identity (Cahnmann, Rymes, & Souto‐Manning, ; Davison, ; Moin et al., ; van Rensburg, ) Power and agency variability within specific contexts and/or discourses (Anderson, ; Gibb, ; Marshall & Toohey, ; R. Rogers, ) Movement or lack of movement across social class or socioeconomic identities (Anderson, ; Dutro, ; Dworin & Bomer, ) Processes of assessment (Prins & Toso, ; Tuten, ) …”

Section: Resultsmentioning

confidence: 99%

“…Cahnmann et al. () focus on bilingual adults studying to be teachers of English learners. The authors use CDA to examine the complexities of becoming a bilingual teacher within traditionally monolingual school systems.…”

Section: Resultsmentioning

confidence: 99%

“…Cahnmann et al. () refer to their research as “engaged praxis” that seeks to “foster local identification processes among our participants so that their bilingualism is fruitfully used as a resource within local schools” (p. 197). The authors challenge CDA to report on inequities and do something about them.…”

Section: Resultsmentioning

confidence: 99%

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Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

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A B S T R A C TThis article is a critical, integrative literature review of scholarship in literacy studies from 2004 to 2012 that draws on critical discourse analysis ( CDA ). We discuss key issues, trends, and criticisms in the field. Our methodology was carried out in three stages. First, we searched educational databases to locate literacy-focused CDA scholarship. Second, we completed an analytic review template for each article and encoded this data into a digital spreadsheet to assess macrotrends in the field. Third, we developed schemata to interpret the complexity of issues related to research design. Our examination of 76 literacy-focused empirical studies and theoretical papers in scholarly journals reveals trends in the questions that researchers find interesting enough to pursue, the theories they find useful, and the kinds of interactions that capture their attention. Our findings demonstrate that CDA scholarship has been conducted in many areas of literacy studies, including policy, academic writing, the preparation of literacy teachers, professional development, textbook content, curricular design, assessment, and bilingual education. We explore four foundational areas in the field that are especially ripe for debate and critique: context, reflexivity, social action, and deconstructive-reconstructive stance toward inquiry. In the discussion, we compare the findings of this literature review with an earlier review published in 2005, reflecting on three decades of CDA in literacy studies. We identify directions for future scholarship.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

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“…Politically correct behavior (including language one) demands equality, justice, loyalty (without mercy) to various minorities, politically correct behavior gives preference to the spiritual world of a person, and not to his/her appearance (Cahnmann et al, 2005;Wodak, 2008). The phenomenon of political correctness illustrates the causation of speech communication with socially significant ideological assessments, value orientations and social norms (Agha, 2007).…”

Section: Discussionmentioning

confidence: 99%

The Media Discourse in the Conceptual Coordinates of Linguistic Ecology

Kuznetsova¹,

Kulikova²,

Sarkisiyants³

et al. 2017

rupkatha

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Linguoecology studies all various-level language units, the use of which is contrary to the structurallanguage or ethical-speech standards and reduces the purity and comfort of communication. Linguoecology researches discourse as speech-thinking activity organizing specific communication types (audio, visual, audio-visual communication) which are eventually markers of mass media discourse and mediaspace in general. Discourse is understood as the actualizations of text structures in interaction with extralinguistic factors determining the perception and understanding of information allowing to consider the discourse as cognitive and communicative-pragmatic phenomenon. The discourse structure is multidimensional and includes described events, their participants, performative information and "non-events", i.e. the backdrop to the events, background, evaluation of the event participants, etc. The article discusses the emerging correlative connections between the conceptual paradigm of linguistic ecology and heuristic potential for the study of media discourse in modern linguistics.

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“…In charge of formatively evaluating a grant program intended to increase the numbers of bilingual, mostly Spanish-English, teachers in Georgia, our professional development and program evaluation team sought meaningful, engaging practices to support novice teachers, especially those for whom English was not a first language and/or for teachers working as advocates for minority populations. We met with bilingual teachers regularly around a table in traditional conversation-based focus groups to talk about (and document) challenges and frustrations en route to becoming fully certified bilingual teachers in the South where there has been little foundation for bilingual education (Cahnmann, Rymes, & Souto-Manning, 2005). Based on previous work using critical pedagogy (Freire, 1970), critical performance (Boal, 1979), and artsbased approaches to thinking about research methodology (Cahnmann & Siegesmund, 2008), we took our first risks as qualitative researchers: We moved focus group tables and chairs aside to put words into action.…”

Section: Performing Focus Groups For Embodied Data Collectionmentioning

confidence: 99%

The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers

Cahnmann‐Taylor¹,

Wooten²,

Souto‐Manning

et al. 2009

Teachers College Record: The Voice of Scholarship in Education

Self Cite

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Background/Context For over two decades, the boundaries between the social sciences and the humanities have become blurred, and numerous articles and books have been written about the infusion of the arts in qualitative research as a means to collect and analyze data and to represent findings. Yet these arts-based research processes, although present in the social sciences, are still largely invisible in a research climate that privileges (e.g., through publication, funding, and recognition) work claiming to be exclusively scientific. Purpose/Objective/Research Question/Focus of Study To fully develop the potential of the arts for a transformative educational inquiry, the synthesis of scientific and artistic methods must be fully explicated through clear examples that address theoretical and empirical concerns. This article focuses on explicit arts-based approaches that the authors employed in a 3-year teacher education study of professional conflicts experienced by novice bilingual teachers. Authors describe how they used the arts and to what end, addressing questions of artistic processes, expertise, and research validity. Research Design The research design included theatrical and literary techniques alongside more traditional qualitative methods of inquiry (e.g., participant observation, audio- and video-recorded focus group interactions, interviews, and surveys). Authors initiated performative focus groups based on the work of Paulo Freire and Augusto Boal in which participants share and act scenes from power-laden experiences of conflict, rehearsing strategies for personal and social revolution. This embodied data enabled the research team to focus empirical and pedagogical attention on both participants’ physical and verbal “scripts” or trans/scripts: compressed renderings of original transcripts that utilize techniques from poetry and the dramatic arts to highlight the data's emotional “hot points” and heightened language from the original discourse. Conclusions/Recommendations This study illuminated the range of experiences and emotions involved in novice bilingual teachers’ professional lives, signaling the value and validity of research that is both artistic and scientific. Such hybridity may at first appear to make for unexpected and potentially haphazard methodological mergers. The authors do not claim to have resolved these epistemological tensions, but to have exploited both traditional and artistic research methods to broaden the notion of what counts as “research” in teacher education and to conduct research that is engaging to researchers and participants alike.

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Using Critical Discourse Analysis to Understand and Facilitate Identification Processes of Bilingual Adults Becoming Teachers

Cited by 17 publications

References 2 publications

Critical Discourse Analysis in Literacy Education: A Review of the Literature

Critical Discourse Analysis in Literacy Education: A Review of the Literature

The Media Discourse in the Conceptual Coordinates of Linguistic Ecology

The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups with Novice Bilingual Teachers

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