{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79834"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79834","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"\"\"\"Movin' Up That Third Grade Hill\"\": Discourses of Progress and Hybrid Language and Literacy Practices in a \"\"Mainstream\"\" Multilingual Classroom\"","abstract":"\"The increasing linguistic diversity in \"\"mainstream\"\" classrooms requires that educators rethink literacy instruction in this setting. This case study draws from ethnographic and narrative data, and feminist-poststructuralist theories to examine a \"\"mainstream\"\" novice teacher as she attempted to adapt her literacy instruction for her multilingual third graders. Her efforts toward pedagogical change are framed according to her personal language and literacy background---her \"\"literate life history\"\"---as the daughter of Filipino immigrants. The findings show how two mainstream discourses of language and literacy---literacy as cognitive growth and the gospel of literacy---are reproduced across three domains: the teacher's personal practice, the larger sociopolitical context in which she works, and her literacy instruction. The teacher's adherence to these discourses of language and literacy contrasts with her hybrid identity, and she asserts her hybridity in small yet significant ways, blending dominant and non-dominant ways of \"\"doing\"\" literacy to engage her students and redefine the \"\"mainstream.\"\" Although she faces significant challenges, she is learning how to tap into students' linguistic and literate repertoires in her instruction. Professional development programs should encourage introspection regarding how teachers' personal backgrounds may factor into instruction. This study also suggests that all teachers be knowledgeable about second language acquisition and literacy, and highlights how teachers can create new spaces for integrating home, community, and school norms of language and literacy practice.\"","abstract_html":""The increasing linguistic diversity in ""mainstream"" classrooms requires that educators rethink literacy instruction in this setting. This case study draws from ethnographic and narrative data, and feminist-poststructuralist theories to examine a ""mainstream"" novice teacher as she attempted to adapt her literacy instruction for her multilingual third graders. Her efforts toward pedagogical change are framed according to her personal language and literacy background---her ""literate life history""---as the daughter of Filipino immigrants. The findings show how two mainstream discourses of language and literacy---literacy as cognitive growth and the gospel of literacy---are reproduced across three domains: the teacher's personal practice, the larger sociopolitical context in which she works, and her literacy instruction. The teacher's adherence to these discourses of language and literacy contrasts with her hybrid identity, and she asserts her hybridity in small yet significant ways, blending dominant and non-dominant ways of ""doing"" literacy to engage her students and redefine the ""mainstream."" Although she faces significant challenges, she is learning how to tap into students' linguistic and literate repertoires in her instruction. Professional development programs should encourage introspection regarding how teachers' personal backgrounds may factor into instruction. This study also suggests that all teachers be knowledgeable about second language acquisition and literacy, and highlights how teachers can create new spaces for integrating home, community, and school norms of language and literacy practice."","abstract_has_math":false,"creators":["Handsfield, Lara J."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Robert T. 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The teacher's adherence to these discourses of language and literacy contrasts with her hybrid identity, and she asserts her hybridity in small yet significant ways, blending dominant and non-dominant ways of \"\"doing\"\" literacy to engage her students and redefine the \"\"mainstream.\"\" Although she faces significant challenges, she is learning how to tap into students' linguistic and literate repertoires in her instruction. Professional development programs should encourage introspection regarding how teachers' personal backgrounds may factor into instruction. This study also suggests that all teachers be knowledgeable about second language acquisition and literacy, and highlights how teachers can create new spaces for integrating home, community, and school norms of language and literacy practice.\"","Made available in DSpace on 2015-09-25T19:53:58Z (GMT). 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The teacher's adherence to these discourses of language and literacy contrasts with her hybrid identity, and she asserts her hybridity in small yet significant ways, blending dominant and non-dominant ways of \"\"doing\"\" literacy to engage her students and redefine the \"\"mainstream.\"\" Although she faces significant challenges, she is learning how to tap into students' linguistic and literate repertoires in her instruction. Professional development programs should encourage introspection regarding how teachers' personal backgrounds may factor into instruction. This study also suggests that all teachers be knowledgeable about second language acquisition and literacy, and highlights how teachers can create new spaces for integrating home, community, and school norms of language and literacy practice.\"","Made available in DSpace on 2015-09-25T19:53:58Z (GMT). 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