Inquiry Into Urban Adolescent Independent Reading Habits: Can Gee's Theory of Discourses Provide Insight?
Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary Discourse may be risking rejection and failure for them.
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| Vydané v: | Journal of adolescent & adult literacy Ročník 52; číslo 8; s. 676 - 685 |
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| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
| Vydavateľské údaje: |
Oxford, UK
Blackwell Publishing Ltd
01.05.2009
International Reading Association International Literacy Association |
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| ISSN: | 1081-3004, 1936-2706 |
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| Abstract | Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary Discourse may be risking rejection and failure for them. |
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| AbstractList | This study explores connections among adolescent engagement with reading, peer relationships, and identity development. The author chose and interviewed 10 of his former students, their parents, and the students' current teachers, and analyzed themes, drawing on Gee's theory of primary and secondary Discourses. The case studies illustrate how "independent reading" is a social practice in crucial ways; students seem to choose to read, or not to read, based not only on ability, or solely on parental support, but also in relation to questions of identity and the cultivation of particular relationships. Teaching strategies are suggested. (Contains 1 table.) For this inquiry, I chose and interviewed 10 of my former fourthor fifth-grade students (I taught these grades for eight years in large city public school districts, before turning to educational research full-time), their parents, and their current teachers, and analyzed themes in the data using a theoretical framework with explanatory power around issues of identity, a conception Gee (1996) called acquisition of secondary Discourses. [...] graduation portfolios at Jefferson School are based on the work of Central Park East Secondary School (Darling-Hammond & Ancess, 1994; Meier, 1995). Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary Discourse may be risking rejection and failure for them. This study explores connections among adolescent engagement with reading, peer relationships, and identity development. The author chose and interviewed 10 of his former students, their parents, and the students' current teachers, and analyzed themes, drawing on Gee's theory of primary and secondary Discourses. The case studies illustrate how “independent reading” is a social practice in crucial ways; students seem to choose to read, or not to read, based not only on ability, or solely on parental support, but also in relation to questions of identity and the cultivation of particular relationships. Teaching strategies are suggested. ملخص البحث: تستكشف هذه الدراسة الصلات بانشغال المراهقين في القراءة والعلاقات بين الزملاء وتنمية الهوية. وقد اختار المؤلف عشرة طلابه السابقين وأجرى مقابلات معهم ومع آباءهم ومعلميهم الجارين وحلل المواضيع على أساس نظرية جي بصدد المخاطبات الأولية والثانوية. وتبيّن الدراسات التتبعية كيف ((القراءة المستقلة)) هي ممارسة اجتماعية في طرق جوهرية وعلى سبيل المثال يبدو أن الطلاب يختارون القراءة أو عدمها ليس فقط على أساس القدرة أو على تدعيم الآباء بل بالنسبة إلى أسئلة عن الهوية وتنمية علاقات معينة أيضاً. وقد تم اقتراح بعض الاستراتيجيات التعليمية. 本研究探索青少年学生在阅读參與、同辈关系和自我认同发展之间的联系。本文作者选择了十位他从前的学生并采访了他们和他们的父母，以及他们现时的老师。所得的资料是借鉴Gee的初级和次级语篇理论作主题分析。各个案研究說明独自阅读如何在很多重要方面是社會性的实践：學生選擇或不選擇阅讀，似乎不僅是基於他们的能力，或單一地基於他们父母的支持，其实还涉及到自我认同和特有關係培養等問題。本研究亦提出一些教學策略的建議。 Cette étude examine les liens entre l'investissement des adolescents dans la lecture, les relations avec les pairs, et le développement de l'identité. L'auteur a choisi 10 de ses anciens élèves puis eu un entretien avec eux, leurs parents et leurs professeurs actuels, et a analysé les thèmes, à partir de la théorie des discours primaires et secondaires de Gee. Ces études de cas montrent de quelle façon la « lecture autonome » est une pratique sociale de façon cruciale; les élèves semblent choisir de lire ou de ne pas lire à partir non seulement de leurs compétences, du soutien reçu des parents, mais aussi en fonction de facteurs d'identité et pour cultiver leurs relations particulières. On suggère des stratégies pédagogiques. Исследуется связь между интересом подростков к чтению, их взаимоотношениями со сверстниками и развитием самоидентичности. Автор взяла интервью у десяти своих бывших учеников (по собственному выбору), их родителей и их нынешних учителей и проанализировал тематику общения подростков на основе теории Джеймса П. Джи о первичном и вторичном дискурсе. Разбор кейсов показывает, что “независимое чтение” является, в первую очередь, социальной практикой: учащиеся выбирают, читать или не читать, не только исходя из своих способностей или под нажимом родителей. Они таким способом решают вопросы самоидентичности и культивируют определенные социальные связи. В свете сделанных выводов в статье предлагаются соответствующие методы обучения. Este estudio examina las conexiones entre el interés de los adolescentes en la lectura, las relaciones con sus compañeros, y el desarrollo de la identidad. El autor escogió y entrevistó a 10 de sus antiguos alumnos, a los padres de estos alumnos y a los maestros que tienen ahora, y analizó temas basándose en la teoría de Gee sobre los discursos primarios y secundarios. Estos estudios de casos muestran cómo la “lectura independiente” es, de muchas maneras, una práctica social; parece que los estudiantes deciden leer o no leer basados no sólo en su habilidad o el apoyo de sus padres, sino también en cuestiones sobre la identidad y el desarrollo de ciertas relaciones. Se sugieren estrategias para la enseñanza. |
| Audience | Professional Academic |
| Author | Knoester, Matthew |
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| Cites_doi | 10.1598/RRQ.36.4.2 10.1207/s15548430jlr3603_4 10.1598/JAAL.51.1.3 10.4324/9781410601735 10.1598/RRQ.39.2.2 10.1598/RRQ.23.3.2 10.3406/bude.1972.3176 10.1111/j.1467-9817.2005.00281.x |
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(e_1_2_1_14_1) 2001 e_1_2_1_31_1 Willis P. (e_1_2_1_33_1) 1977 Darling‐Hammond L. (e_1_2_1_11_1) 1994 Kunjufu J. (e_1_2_1_20_1) 1988 Perry T. (e_1_2_1_29_1) 2003 e_1_2_1_2_1 e_1_2_1_32_1 e_1_2_1_17_1 e_1_2_1_15_1 e_1_2_1_9_1 e_1_2_1_18_1 Compton‐Lilly C. (e_1_2_1_8_1) 2003 |
| References_xml | – reference: Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press. – reference: Meier, D. (1995). The power of their ideas: Lessons for America from a small school in Harlem. Boston: Beacon. – reference: Anderson, R., Fielding, L., & Wilson, P. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23 (3), 285-303. – reference: Verhoeven, L., & Snow, C. (Eds.). (2001). Literacy and motivation: Reading engagement in individuals and groups. Mahwah, NJ: Erlbaum. – reference: Foucault, M. (1972). The archaeology of knowledge. New York: Pantheon. – reference: Bogdan, R.C., & Biklen, S.K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Boston: Allyn & Bacon. – reference: Malach, D., & Rutter, R. (2003). For nine months kids go to school, but in the summer this school goes to kids. 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start-page: 335 issue: 3 year: 2004 end-page: 400 article-title: Committed and reluctant teenage readers: Beyond bedtime stories publication-title: Journal of Literacy Research – volume-title: Qualitative research for education: An introduction to theories and methods year: 2003 ident: e_1_2_1_3_1 – ident: e_1_2_1_18_1 doi: 10.1598/RRQ.36.4.2 – ident: e_1_2_1_23_1 doi: 10.1207/s15548430jlr3603_4 – volume-title: Learning to labor: How working class kids get working class jobs year: 1977 ident: e_1_2_1_33_1 – volume-title: To be a boy, to be a reader: Engaging teen and preteen boys in active literacy year: 2002 ident: e_1_2_1_5_1 – ident: e_1_2_1_17_1 doi: 10.1598/JAAL.51.1.3 – volume-title: Reading records for classroom teachers year: 2000 ident: e_1_2_1_7_1 – volume-title: Reading families: The literate lives of urban children year: 2003 ident: e_1_2_1_8_1 – ident: e_1_2_1_31_1 doi: 10.4324/9781410601735 – volume-title: City schools and the American dream: Reclaiming the promise of 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| Snippet | Students must be welcomed into the dominant Discourses valued in schools and given opportunities to succeed, as each step from a more comfortable primary... This study explores connections among adolescent engagement with reading, peer relationships, and identity development. The author chose and interviewed 10 of... For this inquiry, I chose and interviewed 10 of my former fourthor fifth-grade students (I taught these grades for eight years in large city public school... |
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| Title | Inquiry Into Urban Adolescent Independent Reading Habits: Can Gee's Theory of Discourses Provide Insight? |
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