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The Language-Identity Dilemma: An Examination of Language, Cognition, Identity, and Their Associated Implications for Learning

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Moving the Equity Agenda Forward

Part of the book series: Cultural Studies of Science Education ((CSSE,volume 5))

Abstract

Language and identity are critical components of teaching and learning interactions in science classrooms. This chapter attempts to shed light on the role of culturally- based communication in generating effects that are both cognitive and socioemotive in nature. The challenge in recognizing the interaction of these communicative features involves two potential outcomes. First, recognizing their impact on classrooms helps scholars understand how language can serve as a gatekeeper into framing issues of access for students. Second, understanding this dilemma may help teachers limit the influence of language-identity interactions as a subtle component of teaching and learning. In this chapter, I propose moving toward incorporating an informed lens on language, cognition, and identity as an explicit goal of contemporary science teaching.

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Notes

  1. 1.

    This is a pseudonym used to protect the identity of the young man involved.

  2. 2.

    This is a pseudonym used to protect the identity of the school.

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Author information

Authors and Affiliations

  1. Curriculum & Teacher Education, Stanford University School of Education, 520 Galvez Mall, CERAS #228, Stanford, CA, 94305, USA

    Bryan A. Brown

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  1. Bryan A. Brown
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Correspondence to Bryan A. Brown .

Editor information

Editors and Affiliations

  1. Department of Education, University of California Santa Barbara, Santa Barbara, CA, USA

    Julie A. Bianchini

  2. Curriculum and Instruction School of Education, Indiana University, Bloomington, IN, USA

    Valarie L. Akerson

  3. Department of Teacher Education, Michigan State University, East Lansing, MI, USA

    Angela Calabrese Barton

  4. School of Education, University of Miami, Coral Gables, FL, USA

    Okhee Lee

  5. Department of Curriculum and Instruction College of Education, Purdue University, West Lafayette, IN, USA

    Alberto J. Rodriguez (Mary Endres Professor of Teacher Education) (Mary Endres Professor of Teacher Education)

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Brown, B.A. (2013). The Language-Identity Dilemma: An Examination of Language, Cognition, Identity, and Their Associated Implications for Learning. In: Bianchini, J.A., Akerson, V.L., Barton, A.C., Lee, O., Rodriguez, A.J. (eds) Moving the Equity Agenda Forward. Cultural Studies of Science Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4467-7_14

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