Creating a safe house for active literary book-group discussions in a contact zone classroom

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Angelica Granqvist
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引用次数: 0

Abstract

This study explores student-led literary book-group discussions in a linguistically diverse upper-secondary language classroom. It employs linguistic ethnography and focuses on minoritized migrant students’ fictive and factive readings of a novel; the participation roles they assumed; and how they reflected on different book-group formations over time. A stance analysis based on chronotopic concepts in relation to contact zone classrooms and safe houses demonstrates how students positioned themselves as knowledgeable discussants of literary texts and life. It also shows how the students were able to create a circle of trust in the safe house and aspire to contact zone contexts beyond the language classroom. Furthermore, the findings are indicative of students’ increased sense of social belonging and linguistic participation as a result of flexible grouping strategies and student autonomy in terms of how to engage with literary texts.

在接触区课堂上为活跃的文学书籍小组讨论创建安全屋
本研究探讨了在一个语言多样化的高中语言课堂上由学生主导的文学书籍小组讨论。研究采用了语言人种学方法,重点关注少数民族移民学生对小说的虚构性和事实性阅读、他们所扮演的参与角色,以及他们如何随着时间的推移对不同的读书小组形式进行反思。基于与接触区教室和安全屋相关的时序概念的立场分析,展示了学生如何将自己定位为文学文本和生活的知识讨论者。它还显示了学生如何能够在安全屋中建立信任圈,并向往语文课堂之外的接触区语境。此外,研究结果还表明,灵活的分组策略和学生在如何接触文学文本方面的自主权,增强了学生的社会归属感和语言参与感。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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