Cultural Diversity and Discourse Practices in Grade Nine

Nonfiction, Health & Well Being, Psychology, Research
Cover of the book Cultural Diversity and Discourse Practices in Grade Nine by Lynne V Wiltse, Taylor and Francis
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Author: Lynne V Wiltse ISBN: 9781315431079
Publisher: Taylor and Francis Publication: July 28, 2017
Imprint: Routledge Language: English
Author: Lynne V Wiltse
ISBN: 9781315431079
Publisher: Taylor and Francis
Publication: July 28, 2017
Imprint: Routledge
Language: English

In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework of “communities of practice.” She highlights issues related to second language acquisition, students’ immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.

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In the classroom, knowledge is widely distributed among the students and teacher, but is difficult to share across linguistic and cultural barriers. Seeking paths across these barriers, Lynne Wiltse meticulously explores the question: What is the discourse frame in which students and teachers work? Situated in a grade nine multilingual classroom, her work provides a rich description of the research process in the classroom. At the same time, she draws the reader sequentially through the analysis, revealing inferences in increasing levels of abstraction within a framework of “communities of practice.” She highlights issues related to second language acquisition, students’ immigration experiences, teaching, and learning, and points the way toward multi-vocal dialogues and practices that can forge a path across cultural and linguistic divides.

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