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美国早期教育环境中的谈判话语

时间:2016-04-26 09:56来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
作为一年级老师为即将到来的一年,我感到震惊,得知,布什是在我的新的轧辊。他以前的老师写的,乔治是一个“行为问题”,是叛逆的,反驳了大人,没有好好的说话,在学术上和在幼儿园被拘留半。最初给我的印象是负面印象,用非标准英语和比我想象的更直接的演讲。然而,通过倾听和运用课堂话语分析,我来认识乔治的贡献,因此努力打消了神话,非洲裔美国黑人英语(AAVE)是错误的。我开始分析自己的谈话,而不是责备自己的误解。我们公开谈论使用直接和间接的陈述。
作为一名教师,我成长为学习的社会实践和仪式,开始了新的学年。作为地毯清洗,盒子被打开,桌椅被重新配置,基于前一年的学习,我的脑海里徘徊。我总是很好奇谁会和我一起分享这个教室。虽然在学校开学前举行了一周的会议,但学生名单上的名单在上课前一天中午之前就被分发出去了。那里总是匆忙写下学生的名字,使课堂显得欢迎四点以前,当家长和学生将通过甩门,试图了解新教师会,和谁是在同一个教室。当老师们在一年之久的旅程中加入他们的名字的名单,他们瞥了一眼,比较和想象。他们立即试图了解更多的学生,他们是谁?他们是怎么表现的?他们的父母会支持吗?在学生们在教室里设脚前,在等待他们的名字时,有一个完整的身份建立在他们的名字里。等等,我想我是在自己前面,只讲故事的一部分。超过学生的名字塑造的身份教师,包括我自己,为他们建造。随着名单,我们得到了与以前老师的意见,关于学生写在背面的考勤卡。这些都不是公共知识,因此,教师可以自由写的学生没有审查自己。As a first-grade teacher preparing for the upcoming year, I was shocked to learn that George was on my new roll. His previous teacher wrote that George was a ‘behaviour problem’, was defiant, talked back to adults, didn’t speak properly, was behind academically and spent over half of kindergarten in detention. George initially gave me negative impressions, using non-standard English and more direct speech than I expected. Yet by listening closely and employing classroom discourse analysis, I came to recognise George’s contributions, consequently working to dispel the myth that African-American Vernacular English (AAVE) is wrong. I started analysing my own talk, instead of blaming George for misunderstandings. We openly talked about the use of direct and indirect statements. Through this study, I suggest that kidwatching, looking closely at interactions and contexts, and seeing AAVE as a resource in class, can positively affect young children and their teachers. 
 
As a teacher, I grew to learn the social practices and rituals of beginning a new school year. As carpets were washed, boxes were unpacked and tables and chairs were reconfigured based on the learnings of a previous year, my mind wandered. I was always curious about who would share the classroom with me. While meetings and such were held the week prior to school’s start, the list of students’ names would not be handed out until lunchtime the day before classes started. There was always a hurry to write down students’ names and make the classroom seem welcoming before four o’clock, when parents and students would enter through flinging doors, trying to learn who the new teacher would be, and who else was in the same classroom. As teachers got the list with the names of the students who would join them in a year-long journey, they glanced, compared and imagined. They immediately tried to learn more about students – Who were they? How did they behave? Would their parents be supportive? Before students ever set foot in the classroom, there was a whole identity built around their names while waiting for them. Wait, I guess I am getting ahead of myself and telling only part of the story. More than students’ names shaped the identities teachers, including myself, constructed for them. Along with the list, we got attendance cards with the previous teacher’s comments regarding the student written on the back. Those were not public knowledge, therefore, teachers felt free to write about the student without censoring themselves. Words including ‘sweet’, ‘hyperactive’ and ‘behaviour *Email: mvsm@uga.edu ISSN 0300-4430 print/ISSN 1476-8275 online .  (责任编辑:anne)


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