Pub Date : 2002-06-01DOI: 10.1080/19388070209558373
T. Atkinson
Abstract This case study examined the impetus for and impact of a high‐stakes assessment plan and reform initiative, North Carolina's ABC Plan for Public Education, from the perspective of state level policymakers and local level implementers. It extends the findings of two previous studies (Miller, Hayes, & Atkinson, 1997a; 1997b) examining how state policymakers informed local level implementers (administrators and practitioners) about decisions leading up to the reform initiative. Holding teachers and schools accountable for students’ test scores was clearly understood by all participants in the study to be the centerpiece of the reform. As the initiative was implemented, practitioners received little support for aligning their instructional practices so that they were not only congruent with the reform, but were also supportive of meaningful teaching and learning. After one year, implementation of The ABC's of Public Education resulted in an adversarial relationship between local level implementers and state level policymakers. Test scores on the state's assessment were the bottom line—and with the state's policymakers in control, it continues to drive the reform. This case study suggests that policymakers and practitioners alike could collaboratively focus on more fruitful and effective future visions for educational reform. Final conclusions are presented with a backdrop of existing research in the area of educational reform and assessment, political and public influence, and policy implementation.
{"title":"\"We're not just whistling Dixie”: Policymakers’ perspectives on state education reform","authors":"T. Atkinson","doi":"10.1080/19388070209558373","DOIUrl":"https://doi.org/10.1080/19388070209558373","url":null,"abstract":"Abstract This case study examined the impetus for and impact of a high‐stakes assessment plan and reform initiative, North Carolina's ABC Plan for Public Education, from the perspective of state level policymakers and local level implementers. It extends the findings of two previous studies (Miller, Hayes, & Atkinson, 1997a; 1997b) examining how state policymakers informed local level implementers (administrators and practitioners) about decisions leading up to the reform initiative. Holding teachers and schools accountable for students’ test scores was clearly understood by all participants in the study to be the centerpiece of the reform. As the initiative was implemented, practitioners received little support for aligning their instructional practices so that they were not only congruent with the reform, but were also supportive of meaningful teaching and learning. After one year, implementation of The ABC's of Public Education resulted in an adversarial relationship between local level implementers and state level policymakers. Test scores on the state's assessment were the bottom line—and with the state's policymakers in control, it continues to drive the reform. This case study suggests that policymakers and practitioners alike could collaboratively focus on more fruitful and effective future visions for educational reform. Final conclusions are presented with a backdrop of existing research in the area of educational reform and assessment, political and public influence, and policy implementation.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"289 - 307"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-06-01DOI: 10.1080/19388070209558375
Gerald G. Duffy
Abstract This paper asks whether, in our enthusiasm for particular ideologies, methods or programs, literacy educators may unwittingly be encouraging teachers to become followers rather than independent users of professional knowledge. I argue that at a time when teachers must develop complex forms of literacy for an increasingly pluralistic clientele in the face of heightened public pressure to conform and comply, preservice teacher education must develop in teachers the psychological strength and spirit to make their own decisions rather than looking to us for answers. I offer a rationale for this hypothesis, provide an example of how literacy educators might develop teachers’ psychological strength, and ask whether we in teacher education are willing to teach teachers to be independent of us.
{"title":"Visioning and the development of outstanding teachers","authors":"Gerald G. Duffy","doi":"10.1080/19388070209558375","DOIUrl":"https://doi.org/10.1080/19388070209558375","url":null,"abstract":"Abstract This paper asks whether, in our enthusiasm for particular ideologies, methods or programs, literacy educators may unwittingly be encouraging teachers to become followers rather than independent users of professional knowledge. I argue that at a time when teachers must develop complex forms of literacy for an increasingly pluralistic clientele in the face of heightened public pressure to conform and comply, preservice teacher education must develop in teachers the psychological strength and spirit to make their own decisions rather than looking to us for answers. I offer a rationale for this hypothesis, provide an example of how literacy educators might develop teachers’ psychological strength, and ask whether we in teacher education are willing to teach teachers to be independent of us.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"331 - 343"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558375","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-06-01DOI: 10.1080/19388070209558376
J. Fitzgerald, L. Morrow, Linda B. Gambrell, R. Calfee, R. Venezky, D. Woo, A. Dromsky
Abstract The central theme of this paper is that national intervention endeavors should contain evaluation requirements, but these requirements should be sufficiently flexible to allow a range of rigorous evaluation designs. Knowledge‐gathering components should be well funded complements to federally proposed interventions. We work around this theme using the recent America Reads Challenge and research and evaluation efforts conducted independently at three university sites to illustrate the possibilities and pitfalls in engaging in such endeavors. We point to an envisionment of much needed policy change, specifying potential guidelines that would help shape educational program evaluations.
{"title":"Federal policy and program evaluation and research: The America reads example","authors":"J. Fitzgerald, L. Morrow, Linda B. Gambrell, R. Calfee, R. Venezky, D. Woo, A. Dromsky","doi":"10.1080/19388070209558376","DOIUrl":"https://doi.org/10.1080/19388070209558376","url":null,"abstract":"Abstract The central theme of this paper is that national intervention endeavors should contain evaluation requirements, but these requirements should be sufficiently flexible to allow a range of rigorous evaluation designs. Knowledge‐gathering components should be well funded complements to federally proposed interventions. We work around this theme using the recent America Reads Challenge and research and evaluation efforts conducted independently at three university sites to illustrate the possibilities and pitfalls in engaging in such endeavors. We point to an envisionment of much needed policy change, specifying potential guidelines that would help shape educational program evaluations.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"345 - 370"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-06-01DOI: 10.1080/19388070209558374
Susan Henderson, Joyce E. Many, H. P. Wellborn, Joy Ward
Abstract This collaborative inquiry involved four educators in the analysis of how children, ages three, four, and five, created meaning from the experiences in their preschool classroom. Drawing on our insider and outsider perspectives as teachers and researchers, we examined the social interactions in this context and focused specifically on the teacher's use of scaffolding. Through literacy scaffolding with an academic focus, an intellectual focus, and an emotional focus, the teacher was able to build bridges from the unknown and not understood to the known and understood. The purpose of our naturalistic inquiry, therefore, was to explore how the teacher used scaffolding to nurture the development of young children's literacy repertoire.
{"title":"How scaffolding nurtures the development of young children's literacy repertoire: Insiders’ and outsiders’ collaborative understandings","authors":"Susan Henderson, Joyce E. Many, H. P. Wellborn, Joy Ward","doi":"10.1080/19388070209558374","DOIUrl":"https://doi.org/10.1080/19388070209558374","url":null,"abstract":"Abstract This collaborative inquiry involved four educators in the analysis of how children, ages three, four, and five, created meaning from the experiences in their preschool classroom. Drawing on our insider and outsider perspectives as teachers and researchers, we examined the social interactions in this context and focused specifically on the teacher's use of scaffolding. Through literacy scaffolding with an academic focus, an intellectual focus, and an emotional focus, the teacher was able to build bridges from the unknown and not understood to the known and understood. The purpose of our naturalistic inquiry, therefore, was to explore how the teacher used scaffolding to nurture the development of young children's literacy repertoire.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"309 - 330"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558374","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558369
M. Hagood
Abstract This paper examines the intersection of critical literacy informed by critical social theories and formations of the self imagined within poststructural theories. Specifically, it considers how singular views of formations of the self as either identity or subjectivity create problems for understanding the complex interrelations between the two concepts within critical literacy. The in‐school literacy practices related to popular culture texts of one adolescent male are used to illustrate how singular conceptualizations of formations of the self (as identity or subjectivity) limit the complex interplay that readers engage in as they negotiate positions between identity production and subjectivity construction. Reflections on the possibilities of a broadened application of critical literacy that acknowledges the working of both identity and subjectivity are discussed.
{"title":"Critical literacy for whom?","authors":"M. Hagood","doi":"10.1080/19388070209558369","DOIUrl":"https://doi.org/10.1080/19388070209558369","url":null,"abstract":"Abstract This paper examines the intersection of critical literacy informed by critical social theories and formations of the self imagined within poststructural theories. Specifically, it considers how singular views of formations of the self as either identity or subjectivity create problems for understanding the complex interrelations between the two concepts within critical literacy. The in‐school literacy practices related to popular culture texts of one adolescent male are used to illustrate how singular conceptualizations of formations of the self (as identity or subjectivity) limit the complex interplay that readers engage in as they negotiate positions between identity production and subjectivity construction. Reflections on the possibilities of a broadened application of critical literacy that acknowledges the working of both identity and subjectivity are discussed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"247 - 265"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558368
K. Hinchman, Laura Payne-Bourcy, Heather Thomas, Kelly Chandler Olcott
Abstract The purpose of this study was to explore how such social constructions as gender, race, and class were evident in three adolescent boys’ literacy practices. We considered the enactments of three white, teenaged, male, working class boys. Data gathering was orchestrated from a symbolic interactionist, critical ethnographic perspective, including participant observation, in‐depth interviews, and collection of literacy‐related in‐ and out‐of‐school documents, such as schoolwork and journals. These were analyzed with an eye toward answering the questions: In what literacy practices do these adolescents engage? How do they enact gender, race, and class in these practices? Results suggest that each boy enacted his literacies in different ways, suited to his own subjectivities, rather than in a straightforward exercise of traditional male hegemonies (Lesko, 2000). For instance, Nicholas was an immigrant, a speaker of English as a second language in a school culture that discriminated against him despite his perseverence with regard to academic literacies. The slightly built Chris used his oral and written communicative talents to find a place in a rural school culture that revered more athletic types but could not figure out how to transfer these skills to a new setting. Jared loved theater but was a late‐shift maintenance worker in an urban culture that viewed theater as the pursuit of the marginalized and adolescent employment as diversion more than necessity. The complexities of their literate identities suggest that considering individuals’ enactments of gender, race, and class may be useful in some ways and overly simple in others, not reflective of the identity fluidity that must be developed to survive in the postmodern world (Gee, 2000).
{"title":"Representing adolescents’ literacies: Case studies of three white males","authors":"K. Hinchman, Laura Payne-Bourcy, Heather Thomas, Kelly Chandler Olcott","doi":"10.1080/19388070209558368","DOIUrl":"https://doi.org/10.1080/19388070209558368","url":null,"abstract":"Abstract The purpose of this study was to explore how such social constructions as gender, race, and class were evident in three adolescent boys’ literacy practices. We considered the enactments of three white, teenaged, male, working class boys. Data gathering was orchestrated from a symbolic interactionist, critical ethnographic perspective, including participant observation, in‐depth interviews, and collection of literacy‐related in‐ and out‐of‐school documents, such as schoolwork and journals. These were analyzed with an eye toward answering the questions: In what literacy practices do these adolescents engage? How do they enact gender, race, and class in these practices? Results suggest that each boy enacted his literacies in different ways, suited to his own subjectivities, rather than in a straightforward exercise of traditional male hegemonies (Lesko, 2000). For instance, Nicholas was an immigrant, a speaker of English as a second language in a school culture that discriminated against him despite his perseverence with regard to academic literacies. The slightly built Chris used his oral and written communicative talents to find a place in a rural school culture that revered more athletic types but could not figure out how to transfer these skills to a new setting. Jared loved theater but was a late‐shift maintenance worker in an urban culture that viewed theater as the pursuit of the marginalized and adolescent employment as diversion more than necessity. The complexities of their literate identities suggest that considering individuals’ enactments of gender, race, and class may be useful in some ways and overly simple in others, not reflective of the identity fluidity that must be developed to survive in the postmodern world (Gee, 2000).","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"229 - 246"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558366
Thomas W. Bean, John E. Readence
Abstract A brief history of the adolescent literacy movement is provided and the suggestion is made that the next step in the evolution of this conceptualization is the need to extend it into how we approach curriculum development. Two issues that will impact adolescent literacy curriculum development and help us chart our course toward making adolescents lifelong learners, globalization and adolescent identity, are then discussed. It is suggested that the articles in this special issue will begin to help us think about what exactly that course for success will be.
{"title":"Adolescent literacy: Charting a course for successful futures as lifelong learners","authors":"Thomas W. Bean, John E. Readence","doi":"10.1080/19388070209558366","DOIUrl":"https://doi.org/10.1080/19388070209558366","url":null,"abstract":"Abstract A brief history of the adolescent literacy movement is provided and the suggestion is made that the next step in the evolution of this conceptualization is the need to extend it into how we approach curriculum development. Two issues that will impact adolescent literacy curriculum development and help us chart our course toward making adolescents lifelong learners, globalization and adolescent identity, are then discussed. It is suggested that the articles in this special issue will begin to help us think about what exactly that course for success will be.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"10 1","pages":"203 - 209"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558370
L. Stevens
Abstract The past few years have witnessed a shift in both terminology and ideology of studies and practices of literacy and adolescents. Until recently, all such endeavors fell under the monikers of secondary reading and content area reading. However, the use of the term, adolescent literacy, marks not only a shift in term but also a purposeful change in framework and ideology. This manuscript explores the complexities of plotting this transition through the content of a preservice university class on content area literacy. The course instructor/researcher asked students in the class to consider the traditional topics, pedagogy, and curricula of content area literacy against the broader backdrop of adolescent literacy. The online discussions of students served as data for analyzing the complexities in secondary schooling, societal discourses about adolescents, and teaching and learning. The analysis of these discussions is then compared to work in adolescent literacy in Australia. Implications address the need to examine potential barriers and benefits of reconceptualizing the content, format, and placement of courses that currently cover secondary and/or content area literacy.
{"title":"Making the road by walking: The transition from content area literacy to adolescent literacy","authors":"L. Stevens","doi":"10.1080/19388070209558370","DOIUrl":"https://doi.org/10.1080/19388070209558370","url":null,"abstract":"Abstract The past few years have witnessed a shift in both terminology and ideology of studies and practices of literacy and adolescents. Until recently, all such endeavors fell under the monikers of secondary reading and content area reading. However, the use of the term, adolescent literacy, marks not only a shift in term but also a purposeful change in framework and ideology. This manuscript explores the complexities of plotting this transition through the content of a preservice university class on content area literacy. The course instructor/researcher asked students in the class to consider the traditional topics, pedagogy, and curricula of content area literacy against the broader backdrop of adolescent literacy. The online discussions of students served as data for analyzing the complexities in secondary schooling, societal discourses about adolescents, and teaching and learning. The analysis of these discussions is then compared to work in adolescent literacy in Australia. Implications address the need to examine potential barriers and benefits of reconceptualizing the content, format, and placement of courses that currently cover secondary and/or content area literacy.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"267 - 277"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558367
E. Moje
Abstract In this paper I analyze various perspectives on adolescence, adolescent literacy, and youth culture to argue that the field of education has not attended adequately to the literacy learning and development of adolescents. Moreover, when researchers and policy makers do attend to adolescent or secondary school literacy, the focus of research or policy is typically on adolescents who struggle with mainstream literacy processes. Drawing from this analysis, 1 contend that if the field would turn its attention to youth and study how they learn increasingly complex literacy practices required in disciplinary discourse communities, how they reinvent literacies for unique contexts, and how they use literacy as a tool to navigate complex technologies and fragmented social worlds, then all literacy could be expanded. Adolescent literacy researchers cannot stop there, however. We must also continue to examine the contexts of secondary schooling, with a focus on the literacy demands made by different content areas, so that we can support students as they navigate the different discourse practices of their everyday lives, secondary schools, and life beyond formal schooling. The future of adolescent and secondary literacy research, I argue, is in research that examines the connections between the everyday discourses of adolescents and the academic discourses they navigate each day in school.
{"title":"Re‐framing adolescent literacy research for new times: Studying youth as a resource","authors":"E. Moje","doi":"10.1080/19388070209558367","DOIUrl":"https://doi.org/10.1080/19388070209558367","url":null,"abstract":"Abstract In this paper I analyze various perspectives on adolescence, adolescent literacy, and youth culture to argue that the field of education has not attended adequately to the literacy learning and development of adolescents. Moreover, when researchers and policy makers do attend to adolescent or secondary school literacy, the focus of research or policy is typically on adolescents who struggle with mainstream literacy processes. Drawing from this analysis, 1 contend that if the field would turn its attention to youth and study how they learn increasingly complex literacy practices required in disciplinary discourse communities, how they reinvent literacies for unique contexts, and how they use literacy as a tool to navigate complex technologies and fragmented social worlds, then all literacy could be expanded. Adolescent literacy researchers cannot stop there, however. We must also continue to examine the contexts of secondary schooling, with a focus on the literacy demands made by different content areas, so that we can support students as they navigate the different discourse practices of their everyday lives, secondary schools, and life beyond formal schooling. The future of adolescent and secondary literacy research, I argue, is in research that examines the connections between the everyday discourses of adolescents and the academic discourses they navigate each day in school.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"211 - 228"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558367","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59989159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-03-01DOI: 10.1080/19388070209558371
Steven G. Mccafferty
Abstract The process of reconceptualizing identity as it relates to re‐representing oneself in a second language‐culture is considered in relation to the interface between language, culture, and cognition. Through discussing language and its use in the contexts of literary texts, it is suggested that adolescent second language speakers of English can both better come to understand the second culture as embedded in the language and to feel more comfortable with expressing their sense of self through language. Concepts deriving from the philosophy of language, sociolinguistics, cognitive linguistics, and sociocultural theory are utilized in this effort. Pedagogical recommendations are also provided.
{"title":"Adolescent second language literacy: Language‐culture, literature, and identity","authors":"Steven G. Mccafferty","doi":"10.1080/19388070209558371","DOIUrl":"https://doi.org/10.1080/19388070209558371","url":null,"abstract":"Abstract The process of reconceptualizing identity as it relates to re‐representing oneself in a second language‐culture is considered in relation to the interface between language, culture, and cognition. Through discussing language and its use in the contexts of literary texts, it is suggested that adolescent second language speakers of English can both better come to understand the second culture as embedded in the language and to feel more comfortable with expressing their sense of self through language. Concepts deriving from the philosophy of language, sociolinguistics, cognitive linguistics, and sociocultural theory are utilized in this effort. Pedagogical recommendations are also provided.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"279 - 288"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558371","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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