Critical Literacy Practices in Third Space

  • Hyesun Cho
Chapter

Abstract

This chapter describes how the notion of “third space” was enacted in my classroom to develop critical academic literacies and how the creation of third space facilitated the ideological becoming of the bilingual preservice teachers. Through discourse analysis of classroom discussions, online communications, reflection journal entries, and interviews with students, I demonstrate the ways in which bilingual preservice teachers articulated their understandings of the power issues in light of their social worlds. It is revealed that in my classroom, we regularly dealt with the visible of the invisible struggle of minority students in US college settings. Rather than dispensing with emotionality, we valued, embraced, and cultivated its contributing strengths as bilingual students. This chapter argues for a critical examination of bilingual preservice teachers’ academic literacies (e.g., plagiarism and silence in the classroom) to explore the complex, contradictory, and fluid nature of their social identity.

References

  1. Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15, 102–117.CrossRefGoogle Scholar
  2. Angelil-Carter, S. (2000). Stolen language? Plagiarism in writing. Harlow: Pearson education.Google Scholar
  3. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas.Google Scholar
  4. Beck, A. S. (2005). A place for critical literacy. Journal of Adolescent & Adult Literacy, 48(5), 392–400.CrossRefGoogle Scholar
  5. Belcher, D. D., & Connor, U. (Eds.). (2001). Reflections on multiliterate lives. Clevedon: Multilingual Matters.Google Scholar
  6. Bhabha, H. (1994). The location of culture. New York: Routledge.Google Scholar
  7. Burnapp, D. (2006). Trajectories of adjustment of international students: U-curve, learning curve, or third space. Intercultural Education, 17(1), 81–93.CrossRefGoogle Scholar
  8. Canagarajah, S. (2004). Subversive identities, pedagogical safe houses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116–137). Cambridge: Cambridge University Press.Google Scholar
  9. Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism: Transgressive and nontransgressive intertextuality. Journal of Language, Identity & Education, 3(3), 171–193.CrossRefGoogle Scholar
  10. Cheng, X. (2000). Asian students’ reticence revisited. System, 28, 435–446.CrossRefGoogle Scholar
  11. Choi, J. Y. (2015). Reasons for silence: A case study of two Korean students at a US graduate school. TESOL Journal, 6(3), 579–596.CrossRefGoogle Scholar
  12. Cook, M. (2005). A place of their own: Creating a classroom ‘third space’ to support a continuum of text construction between home and school. Literacy, 39(2), 85–90.CrossRefGoogle Scholar
  13. Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. Society and the language classroom, 169, 206.Google Scholar
  14. Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.Google Scholar
  15. Devlin, M., & Gray, K. (2007). In their own words: A qualitative study of the reasons Australian university students plagiarize. High Education Research & Development, 26(2), 181–198.Google Scholar
  16. English, L. (2005). Third-space practitioners: Women educating for justice in the Global South. Adult Education Quarterly, 55(2), 85–100.CrossRefGoogle Scholar
  17. Flowerdew, J., & Miller, L. (1995). On the notion of culture in L2 lectures. TESOL Quarterly, 29(2), 345–373.CrossRefGoogle Scholar
  18. Iddings, A. C. D., & McCafferty, S. G. (2007). Carnival in a mainstream kindergarten classroom: A Bakhtinian analysis of second language learners’ off-task behaviors. The Modern Language Journal, 91(1), 31–44.CrossRefGoogle Scholar
  19. Kincheloe, J. L. (2004). The knowledges of teacher education: Developing a critical complex epistemology. Teacher Education Quarterly, 31(1), 49–66.Google Scholar
  20. Knoeller, C. (2004). Narratives of rethinking: The inner dialogue of classroom discourse and student writing. In S. Freedman & A. Ball (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 148–171). New York: Cambridge University Press.CrossRefGoogle Scholar
  21. Kutz, E. (2004). Exploring literacy: A guide to reading, writing, and research. New York: Pearson.Google Scholar
  22. Lee, G. (2009). Speaking up: Six Korean students’ oral participation in class discussions in US graduate seminars. English for Specific Purposes, 28, 142–156.CrossRefGoogle Scholar
  23. Lewis, C. (2001). Literary practices as social acts: Power, status, and cultural norms in the classroom. Mahwah: Erlbaum.Google Scholar
  24. Mahiri, J. (2004). New teachers for new times: The dialogical principle in teaching and learning electronically. In A. F. Ball & S. W. Freedman (Eds.), Bakhtinian perspectives on language, literacy, and learning (pp. 213–231). New York: Cambridge University Press.Google Scholar
  25. Matusov, E. (2007). Applying Bakhtin scholarship on discourse in education: A critical review essay. Educational Theory, 57(2), 215–237.CrossRefGoogle Scholar
  26. Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70.CrossRefGoogle Scholar
  27. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.CrossRefGoogle Scholar
  28. Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573–603.CrossRefGoogle Scholar
  29. Pavlenko, A. (2004). Gender and sexuality in foreign and second language education: Critical and feminist approaches. Critical Pedagogies and Language Learning, 5(2), 53–71.CrossRefGoogle Scholar
  30. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. London/New York: Routledge.Google Scholar
  31. Skerrett, A. (2010). Lolita, Facebook, and the third space of literacy teacher education. Educational Studies, 46, 67–84.CrossRefGoogle Scholar
  32. Sung, Y. K., & Apple, M. W. (2003). Democracy, technology and curriculum: Lessons from the critical practices of Korean teachers. In M. Apple et al. (Eds.), The state and the politics of knowledge (pp. 177–192). New York: Routledge.Google Scholar
  33. Toohey, K., Waterstone, B., & Jule, A. (2000). Community of learners, carnival and participation in a Punjabi Sikh classroom. The Canadian Modern Language Review, 56, 423–438.CrossRefGoogle Scholar
  34. Wang, H. (2004). The call from the stranger on a journey home: Curriculum in a third space. New York: Peter Lang Publishing.Google Scholar
  35. Willett, J., & Rosenberger, C. (2005). Critical dialogue: Transforming the discourses of educational reform. In Learning, teaching, and community: Contributions of situated and participatory approaches to educational innovation (pp. 191–213). Cambridge, MA: Harvard University Press.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  • Hyesun Cho
    • 1
  1. 1.Department of Curriculum and TeachingThe University of KansasLawrenceUSA

Personalised recommendations