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寻找马克斯的狼:在边缘的识字社会化
1University of British Columbia, Vancouver, BC, Canada.
概括
这项研究探讨了一个智利加拿大男孩如何使用同步识字实践来在学校和家庭环境中表达他的土著身份. 调查结果强调了认识到多元化的识字社会化对于公平的语言教育的重要性.
科学领域:
- 社会文化语言学 社会文化语言学
- 教育民族学教育民族学
- 识字研究是指识字的研究.
背景情况:
- 在语言和识字研究中的社会文化框架强调学生的优势为公平.
- 之前的工作并没有完全解决研究和实践中边缘化过程的复杂性.
- 识字社会化和综合识字提供了理解儿童多样化的识字实践的框架.
研究的目的:
- 检查智利-加拿大儿童在校内和校外的识字社会化实践.
- 分析孩子的土著身份是如何通过双语课程的识字表达的.
- 探索协同识字在教育空间创作身份的作用.
主要方法:
- 一个长达一年的民族学与一个七岁的智利加拿大男孩和他的家人.
- 仔细检查在家中,学校和过境时的识字社会化实践.
- 对识字实践进行主题分析,重点关注狼形象的纳入.
主要成果:
- 在西班牙双语课程中,孩子的土著身份经常被他的智利遗产所掩盖.
- 孩子积极地将狼形象纳入了他在各种背景下的识字实践中.
- 孩子利用同步的识字经验,在正式和非正式的学习环境中宣称他的土著身份.
结论:
- 检查儿童识字实践中的协同主义对于理解身份形成至关重要.
- 承认和重视多元化的扫盲社会化可以促进更具包容性的教育环境.
- 这种方法可以为更道德,情感和文化敏感的语言教育提供信息.
关键词:
双语的孩子是双语的.一个案例研究研究.孩子们的意义在于创造意义.文化身份 文化身份 文化身份人种学 民族学 人种学家庭识字实践的实践他们是祖父母,祖父母,祖父母.在家和学校.家庭识字环境环境个人身份 身份 身份 身份.更多相关视频
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