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Opening spaces for the interaction o...

Fritzen, Anny E.

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Opening spaces for the interaction of ESL students and their peers: Implying Levinasian ethics of the Other.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Opening spaces for the interaction of ESL students and their peers: Implying Levinasian ethics of the Other./
作者:	Fritzen, Anny E.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3435226
ISBN:	9781124328720

Opening spaces for the interaction of ESL students and their peers: Implying Levinasian ethics of the Other.
Fritzen, Anny E.

Opening spaces for the interaction of ESL students and their peers: Implying Levinasian ethics of the Other. - 173 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ph.D.)--Michigan State University, 2010.

Cultivating meaningful and sustained interaction among English language learners (ELLs) and their English-speaking peers at school is a desirable, yet often an elusive goal. In order to better understand the dynamics of such interaction, I explore how a group of high schoolers -- recent refugees (ELLS) and long-time immigrants (non-ELLs) -- interacted in an after-school project to create a digital video. Using observation, notes, audio- and video-recordings of group meetings, and participant interviews, I analyze how the technology-rich curriculum both supported and hindered interaction. Drawing on Emmanuel Levinas's philosophy of relational ethics, I consider three concepts related to both interactional breakdowns and rich collaboration: proximity, understanding, and responsibility.

ISBN: 9781124328720Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Opening spaces for the interaction of ESL students and their peers: Implying Levinasian ethics of the Other.
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520 $a Cultivating meaningful and sustained interaction among English language learners (ELLs) and their English-speaking peers at school is a desirable, yet often an elusive goal. In order to better understand the dynamics of such interaction, I explore how a group of high schoolers -- recent refugees (ELLS) and long-time immigrants (non-ELLs) -- interacted in an after-school project to create a digital video. Using observation, notes, audio- and video-recordings of group meetings, and participant interviews, I analyze how the technology-rich curriculum both supported and hindered interaction. Drawing on Emmanuel Levinas's philosophy of relational ethics, I consider three concepts related to both interactional breakdowns and rich collaboration: proximity, understanding, and responsibility.
520 $a In contrast to the curricular approach of "closing gaps," I propose an ethical orientation of "opening spaces" -- a Levinasian-inspired conceptualization of how we might structure, mediate, and think about interaction between ELLs and their peers. In contrast, but not in opposition to, curricular interventions that seek to narrow gaps and decrease the risks associated with interaction across difference, an opening-spaces viewpoint calls attention to and embraces the inherent vulnerability and uncertainty embedded in sincere attempts at interaction across difference. It calls for a responsive and improvisational, Other-centered stance rooted in a sense of ethical responsibility to and for an Other.
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