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Language, space, and power: A critic...

Hadi-Tabassum, Samina.

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Language, space, and power: A critical ethnography of a dual-language classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Language, space, and power: A critical ethnography of a dual-language classroom./
作者:	Hadi-Tabassum, Samina.
面頁冊數:	507 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2094.
Contained By:	Dissertation Abstracts International63-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3057011
ISBN:	0493723854

Language, space, and power: A critical ethnography of a dual-language classroom.
Hadi-Tabassum, Samina.

Language, space, and power: A critical ethnography of a dual-language classroom. - 507 p.

Source: Dissertation Abstracts International, Volume: 63-06, Section: A, page: 2094.

Thesis (Ed.D.)--Columbia University Teachers College, 2002.

This year-long ethnographic study examined language, space, and power dynamics in a fifth-grade, Spanish/English dual language classroom in which half the students were white, upper middle class, English-dominant students, and the other half of the students were Hispanic, lower/middle class, Spanish-dominant students. Both groups of students learned Spanish and English together in the same classroom starting from kindergarten. The dual language classroom at this exemplary school followed a 50/50 model in which the two languages were structured into symmetrical halves and divided according to the day so that a strict binary was produced, resulting in the construction of highly structured and regulated borders and boundaries between the two languages.

ISBN: 0493723854Subjects--Topical Terms:

626645
Education, Administration.

Language, space, and power: A critical ethnography of a dual-language classroom.
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520 $a This year-long ethnographic study examined language, space, and power dynamics in a fifth-grade, Spanish/English dual language classroom in which half the students were white, upper middle class, English-dominant students, and the other half of the students were Hispanic, lower/middle class, Spanish-dominant students. Both groups of students learned Spanish and English together in the same classroom starting from kindergarten. The dual language classroom at this exemplary school followed a 50/50 model in which the two languages were structured into symmetrical halves and divided according to the day so that a strict binary was produced, resulting in the construction of highly structured and regulated borders and boundaries between the two languages.
520 $a The purpose of the study was to examine when and where conflicts and tensions arose most often over language use and linguistic borders and boundaries within this dual language classroom and how the students mediated such conflicts and tensions through the use of metalanguage, i.e., language about language. Furthermore, the study attempts to locate the third space, a metaphorical space that allows for the loosening of linguistic borders between the two languages and subsequently opens up the possibility for a hybrid mixing of languages that supports the fluid use of both languages at the same time and in the same open space. A select group of border crossing students was highlighted in this study because they used their sense of agency and voice to question and challenge the highly structured borders and boundaries between the two languages through counter discourse. The study carefully analyzes four class episodes that highlight the kinds of conflicts and tensions that arose over language use and linguistic borders and boundaries.
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