Session Information
19 SES 04, Learners' Perspectives of Performativity and Identity Construction (part 2)
Symposium, continued from 19 SES 03
Time:
2009-09-28
16:00-17:30
Room:
JUR, HS 17
Chair:
Bob Jeffrey
Discussant:
Patricia Thomson
Contribution
The sociocultural situation of Luxembourg’s society, particularly marked by the institutionalized trilingualism and the multiculturalism of its population due to migration processes (proportion of foreign nationals of the population: 41,6% (2007)) experiences social processes with increasing relevance for Europe’s future as a whole.
School as an institution as well as teachers try to adapt to these transforming conditions in different manners, rethinking their tasks and roles for society’s future. The data used for the present study has been collected through an explorative ethnographic research in Luxembourgish primary schools (Portante et al. 2007) and focuses on how children with diverse sociocultural backgrounds deal with different ways of schooling. Comparing contrasting school’s settings from the children’s perspective through a microethnographic analysis (cf. Bloome et al. 2005) and within a critical theoretical framework alluding to Michel Foucault and Mikhail Bakhtin, the present paper tries to identify the different ways in which children manage to cope with the respective targets teachers impose, transform them through joint activity and in this process develop and promote specific social identities and social realities.
The results of the analysis give rise to broader conclusions concerning literacy learning in a multilingual society and its social consequences.
Method
Expected Outcomes
References
References: Bloome, D., & al. (2005). Discourse Analysis and the Study of Classroom Language and Literacy Events. A Microethnographic Perspective. London: Lawrence Erlbaum. Portante, D., Arend, B., Boualam, R., Fixmer, P., Max. C., Elcheroth, S., Maurer-Hetto, M.P., Roth-Dury, E., Sunnen, P. (2007). Children’s plurilingualism up to 9 years: linguistic diversity, learning Luxembourgish and emergent literacies. Final report. Luxembourg: University of Luxembourg and National Research Fund. Unpublished.
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