Cultural Diversity and Discourse Practices in Grade Nine

by Lynne V Wiltse

Overview

In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework ofcommunities of practice. She highlights issues related to second language acquisition, students immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.

Product Details

ISBN-13:	9781138425071
Publisher:	Taylor & Francis
Publication date:	08/21/2017
Series:	International Institute for Qualitative Methodology Series
Pages:	320
Product dimensions:	5.44(w) x 8.50(h) x (d)

About the Author

Lynne Wiltse is assistant professor in the school of education at Thompson Rivers University, British Columbia.

Table of Contents

Prologue, 1 Beginning The Story: Introduction, 2 Forget Your Perfect Offering: Theoretical Framework, 3 There Is a Crack In Everything: Methods, 4 That's How The Light Gets In: Illuminating Community Practices, 5 Let The Light Shine In: Disrupting Community Practices, 6 Ringing The Bells: Accept My Imperfect Offering, Epilogue, References

Editorial Reviews

"Lynne Wiltse draws the reader into the interpretive quest. She uses a complex narrative process, displayingr ather than arguing for a multi-vocal presentation of textual knowledge..Thus the active reader is led through a process that may open up learning, rather than provide absolute 'truths' and irrefutable findings. This study points to solutions for developing English literacy in public school students from multi-ethnic and multi-language backgrounds..[It] could transform the learning environment for students who are still subject to the notion that speaking a language other than English (or French) in school is unacceptably rude and reduces their ability to learn the official languages." -Marilyn I. Assheton-Smith, University of Alberta (Emerita)

From the Publisher