Regulating readers' bodies: a discourse analysis of teachers' body talk.
In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 5; pp. 688 - 701 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=124481255&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 124481255 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Oct2017 vid: 38 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 124481255 10.1080/01596306.2015.1135417 ppf: 688 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 885KB tig: atl: Regulating readers' bodies: a discourse analysis of teachers' body talk. aug: au: Lester, Jessica Nina Gabriel, Rachael affil: Counseling & Educational Psychology, Indiana University, Bloomington, IN, USA Curriculum & Instruction, University of Connecticut, Storrs, CT, USA su: Discourse analysis Reading Curriculum planning Discursive psychology Semantics Learning Literacy United States education system sug: subj: Discourse analysis Reading Curriculum planning Discursive psychology Semantics Learning Literacy United States education system keyword: bodies discursive psychology reading ab: In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted how this gave rise to particular constructions of what it means to be a ‘good’ reader and/or learner. We discuss two patterns from the analysis of our data, including: (1) emphasized versus embedded physical control as essential to being a ‘successful’ reader, and (2), implicit physical control and freedom as essential to literacy learning and to students' identities as readers. We conclude by highlighting implications, with a focus on student identity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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