1. An Analysis of Cultural Dissonance: Emergent Readers in High School Martha Bigelow, Univ. of MN Nicole Pettitt, GA State Univ. Kendall King, Univ. of MN SLRF 2012 Pittsburgh, PA

2. Adolescents with LFS/SLIFE  An uncommon population in our journals  SLA - Tarone, Bigelow & Hansen (2009)  School Experiences - Valenzuela (1999)  Few studies in classrooms  Elementary - Platt & Troudi (1997)  Post-secondary - Vásquez (2007) 2

3. Two Different Learning Paradigms (Table 2.5, DeCapua & Marshall, 2010, p. 40) SLIFE Conditions for Learning US Schools Immediate relevanceFuture relevance InterconnectednessIndependence Processes for Learning Shared responsibilityIndividual accountability Oral transmissionWritten word Activities for Learning Pragmatic tasksAcademic tasks 3

4. Study questions  How are cultural dissonance and educational hegemony manifested and resolved in a high school ESL reading class? 4

5. Cultural Dissonance “The mismatch between home and school when SLIFE, who come from different cultural values and different learning paradigms, encounter the mainstream culture and learning paradigm of U.S. schools” (DeCapua & Marshall, 2011, p. 25) 5

6. Research approach & context  Four months of classroom-focused ethnographic research  Two newcomer reading classes  Teacher: Ms. Mavis  Valued students’ languages and cultures  Focused on developmental reading skills 6

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8. Data  Audio and video  59 hours of classroom observations  5 hours of interviews  44 hours of tutoring sessions  10 focal students  written work  elicited assessments in English and dominant language 8

9. Micro-ethnographic analysis  Two students  Ayan  Nadifa  Intertwined instances  Dissonance  Resolution 9

10. Micro-ethnographic analysis Cultural dissonance Resolution Ayan Work alone Decontextualized language analysis Completes tasks with peer support Shows work to teacher 10

11. “Ayan” 11

12. Ayan 12

13. Ayan 13

14. 14

15. Excerpt 1: ‘No copying’ (Ayan) 15  INSERT VIDEO HERE

16. Ayan’s interpersonal moves  Engages with Ms. M. over ‘saw/see’ (prior to start)  Gains support from her seatmate (turn 1)  Manages relationship with student behind her, including sharing his worksheet (3, 5, 8)  Returns paper (11)  Laughs and establishes physical contact with peers (12)  Grabs Ms. M. and shows her paper (13, 14)  Consults with seatmate (1, 2, 6, 19)  Establishes contact again with student behind her (17- 18)  Takes paper back again with his consent (20)  Tries to engage researcher by reaching for her (24)  Requests assistance from teacher (27) 16

17. MALP constructAyan’s actions Immediate relevance turn in paper, get teacher’s stamp Interconnectednessbodily/verbal contact with peers and teachers Shared responsibilityrecruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment) Oral transmissionmakes print-based activity oral- based/multi-modal Pragmatic tasksattempts to find the pragmatic in decontextualized academic task (turn in to teacher, 17

18. MALP constructAyan’s actions Immediate relevance turn in paper, get teacher’s stamp Interconnectednessbodily/verbal contact with peers and teachers Shared responsibilityrecruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment) Oral transmissionmakes print-based activity oral- based/multi-modal Pragmatic tasksattempts to find the pragmatic in decontextualized academic task (turn in to teacher, 18

19. MALP constructAyan’s actions Immediate relevance turn in paper, get teacher’s stamp Interconnectednessbodily/verbal contact with peers and teachers Shared responsibilityrecruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment) Oral transmissionmakes print-based activity oral- based/multi-modal Pragmatic tasksattempts to find the pragmatic in decontextualized academic task (turn in to teacher, 19

20. MALP constructAyan’s actions Immediate relevance turn in paper, get teacher’s stamp Interconnectednessbodily/verbal contact with peers and teachers Shared responsibilityrecruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment) Oral transmissionmakes print-based activity oral- based/multi-modal Pragmatic tasksattempts to find the pragmatic in decontextualized academic task (turn in to teacher, 20

21. MALP constructAyan’s actions & resolution Immediate relevance turn in paper, get teacher’s stamp Interconnectednessbodily/verbal contact with peers and teachers Shared responsibilityrecruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment) Oral transmissionmakes print-based activity oral- based/multi-modal Pragmatic tasksattempts to find the pragmatic in decontextualized academic task (e.g., turn in to teacher) 21

22. Ayan & power  Preferred ways of learning (e.g., shared responsibility) might not align with sanctioned academic practices  Doing school involves treating language and language learning as abstractions (e.g., verb chart) 22

23. Micro-ethnographic analysis Cultural dissonance Resolution Nadifa Reading strategies Plot analysis Engages in plot analysis 23

24. Nadifa 24

25. Nadifa 25

26. Nadifa 26

27. Excerpt 2: Authentic listening (Nadifa)  INSERT VIDEO HERE

28. Excerpt 3: Nadifa protests predicting  INSERT VIDEO HERE

29. MALP constructNadifa’s actions & resolution Immediate relevance Text enjoyment Interconnectedness Shared responsibility Oral transmission Pragmatic tasks 29

30. MALP constructNadifa’s actions & resolution Immediate relevance Text enjoyment InterconnectednessSharing a joke Shared responsibility Oral transmission Pragmatic tasks 30

31. MALP constructNadifa’s actions & resolution Immediate relevance Text enjoyment InterconnectednessSharing a joke Shared responsibilityParticipating in the storytelling Oral transmission Pragmatic tasks 31

32. MALP constructNadifa’s actions & resolution Immediate relevance Text enjoyment InterconnectednessSharing a joke Shared responsibilityParticipating in the storytelling Oral transmissionVideo is oral/written Pragmatic tasks 32

33. MALP constructNadifa’s actions & resolution Immediate relevance Text enjoyment InterconnectednessSharing a joke Shared responsibilityParticipating in the storytelling Oral transmissionVideo is oral/written Pragmatic tasksSocial value of storytelling to teach a lesson, to enjoy, to be entertained 33

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35. Nadifa & power  Preferred literacy practices might not align with school practices.  Doing school involves giving up her authentic ways of interacting with text.  Doing school involves treating text as abstract object 35

36. Two Different Learning Paradigms (Table 2.5, DeCapua & Marshall, 2010, p. 40) SLIFE Conditions for Learning US Schools Immediate relevanceFuture relevance InterconnectednessIndependence Processes for Learning Shared responsibilityIndividual accountability Oral transmissionWritten word Activities for Learning Pragmatic tasksAcademic tasks 36

37. Discussion  Examination of assumptions of classroom roles, scripts, pedagogical hegemony  How would you theorize these data?  How can adaptation/accommodation happen? 37

38. Thank you!!  Marthambigelow@umn.edu Marthambigelow@umn.edu  Nicolepett0006@umn.edu Nicolepett0006@umn.edu  Kendallkendall@umn.edu Kendallkendall@umn.edu We gratefully acknowledge:  Ms. M and her students, who welcomed us into her classroom to gather data and learn from them.  The Univ. of Minnesota Dept. of Curriculum and Instruction for providing funds to hire research assistants. 38