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Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma

  • Published:
Journal of Science Teacher Education

Abstract

The manuscript examines the relationship between language, identity, and classroom learning. Through an exploration of a series of research studies conducted over the course of 6 years, this manuscript examines how the idea of “Good Teaching” fails to account for the language-identity learning dilemma. In stage one of the research, a series of studies demonstrated how students encountered cultural conflicts as they attempted to use the language of science. The results of that research lead to the development of the construct of Discursive Identity as a lens to understand language interactions. Stage two of the research involved a series of examinations of alternative approaches to teaching that would assist minority students in their science learning. The implications of this research highlight the relationship between students’ cognition and the sociocultural interaction that effect students’ willingness to engage in academic discourse.

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Notes

  1. http://ies.ed.gov/ncee/wwc/.

  2. Detailed research methods are available in each of the individual research articles. They are available in the literature review that follows.

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  1. Stanford University, 520 Galvez Mall-CERAS #228, Stanford, CA, 94305, USA

    Bryan A. Brown

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Brown, B.A. Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma. J Sci Teacher Educ 22, 679–704 (2011). https://doi.org/10.1007/s10972-011-9256-x

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