English as identity formation
Data(s) |
01/12/2014
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Resumo |
Literate practices and identities matter, those of both students and their teachers. There is considerable research exploring the discursive construction of students’ literacy practices and identities and the discursively mediated identities of literacy and English teachers. As Moje and Luke (2009) note, how identity is viewed influences and is influenced by the way literacy is viewed. Teachers’ literate identities and conceptualisations of literacy shape what counts as literacy in their classrooms, but also frame, shape and often limit students’ identities, both as readers and as writers (Hall, 2012). |
Formato |
application/pdf |
Identificador | |
Publicador |
University of Waikato |
Relação |
http://eprints.qut.edu.au/80098/3/80098.pdf http://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2014v13n3ed.pdf Ryan, Mary, Cremin, Teresa, & Ferreira, Ana (2014) English as identity formation. English Teaching : Practice and Critique, 13(3), pp. 1-4. |
Direitos |
Copyright 2014 The Author(s) |
Fonte |
Children & Youth Research Centre; School of Curriculum; Faculty of Education |
Palavras-Chave | #130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) #English #Identity #Literacy practices #Literate identities |
Tipo |
Journal Article |