BibTex RIS Cite

Practicing Collaborative Relations of Power: English Language Learners’ Perspectives

Year 2016, Volume: 6 Issue: 1, 66 - 78, 14.07.2016

Abstract

Using narrative inquiry and collaborative relations of power as a conceptual framework, this study explores English language learning students’ perspectives on what makes learning difficult for them and what diminishes their motivation from learning. The findings from the study show a significant gap from a larger study which investigated the teachers’ perspectives on English language learning students’ academic challenges. The paper highlights the importance of educators to attend to English language learning students’ input on their learning in school success. The conceptual framework is intended to be dialogical which aims to work against most often invisible but inequitable educational and social structures in place.

References

  • Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development, 47, 366–369. doi: 10.1159/000081039.
  • Bamberg, M. (2006). Stories: Big or small: Why do we care? Narrative Inquiry, 16(1), 139–147. doi: 10.1075/ni.16.1.18bam.
  • Bergh, L., Denessen, E., Hornstra, L., Voeten, M. and Holland, R. W. (2010) The implicit prejudiced attitudes of teachers: relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497–527.
  • Bell, J. S. (1997). Shifting stories: shifting frames. In C. P. Casanave & S. Schecter (Eds.),On becoming a language educator (pp. 133-144). Hillsdale, NJ: Erlbaum.
  • Bell, J. S. (2002). Narrative inquiry: More than just telling stories. Tesol Quarterly, 36(2), 207-213.
  • Block, D. (2007). Bilingualism: Four assumptions and four responses. Innovation in Language Learning and Teaching, 1(1), 66-81.
  • Connelly, F. M., & Clandinin, J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2- 14.
  • Cook-Sather, A. (2002). Authoring students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
  • Cook-Sather, A. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Boulder, CO: Paradigm Publisher.
  • Corbett, D., & Wilson, B. (1995). Make a difference with, not for, students: A plea to researchers and reformers. Educational Researcher, 24(5), 12-17.
  • Cruddas, L., & Haddock, L. (2003). Girls’ voices: Supporting girls’ learning and emotional development. Stratfordhire, England: Trentham Books.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.
  • Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
  • Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
  • Cummins, J. (2009). Pedagogies of choice: challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261-271.
  • Davis, B., & Sumara, D. (2002). Constructivist discourses and the field of education: Problems and possibilities. Educational Theory, 52(4), 409-428.
  • Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
  • Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English language learners: The SIOP model. Boston, MA: Pearson/Allyn & Bacon.
  • Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122–130. http://dx.doi.org/10.1075/ni.16.1.16geo.
  • Good, T. L., & Brophy, J. E. (1994). Looking in Classrooms. New York, NY: HarperCollins College Publishers.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based learning. Educational Psychologist, 41(2), 75-86.
  • Krashen, S. D. (1982/2009). Principles and practice in second language acquisition. Oxford, UK: Pergamon.
  • Levin, B. (2000). Putting students at the center in education reform. Journal of Educational Change, 1, 155-172.
  • Mitra, D. (2004). The significance of students: Can increasing ‘student voice’ in schools lead to gains in youth development? Teachers College Record, 106(4), 651-688.
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman/Pearson Education Limited.
  • Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.
  • Oldfather, P. (1995). Introduction to “learning from student voices.” Theory into Practice, 43, 84-87.
  • Peregoy, S., & Boyle, F. (2008). Reading, writing and learning in ESL: A resource book for k-12 teachers (5th ed.). Boston, MA: Allyn & Bacon.
  • Pettie, S. K. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5, 123-147.
  • Rodgers, C. (2006). Attending to student voice: The role of descriptive feedback in learning and teaching. Curriculum Inquiry, 36(2), 209-237.
  • Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 587-610). Dordrecht, Netherlands: Springer.
  • Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London, UK: Continuum.
  • Sheng, Z., Sheng, Y., & Anderson, C. J. (2011). Dropping out of school among ELL students: Implications to schools and teacher education. The Clearing House, 84, 98–103.
  • Shim, J. M. (2009). Violent turbulence in curriculum theory. Journal of Curriculum Theorizing, 25(1), 110-125.
  • Shim, J. M. (2014). A Bourdieuian analysis: Teachers’ beliefs about English language learners’ academic challenges. International Journal of Multicultural Education, 16(1), 40-55.
  • Shultz, J., & Cook-Sather, A. (Eds). (2001). In our own words: Students’ perspectives on school. Lanham. MD: Rowman & Littlefield.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Strucker, M., Moise, L. N., Magee, V. L., Kreider, H. (2991). Writing the wrong: Making schools better for girls. In J. Shultz & A. Cook-Sather (Eds.), In our own words: Students’ perspectives on school (pp. 149-164). Lanham, MD: Rowman & Littlefield.
  • Taylor, C. (1992) Multiculturalism and ‘The Politics of Recognition’. Princeton, NJ: Princeton University Press.
  • The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2007). Retrieved from www.ncela.gwu.edu/expert/fastfaq/4.html
  • The National Center for Education Statistics. (2011). Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies/2011462.pdf
  • Thomas, W. and Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Winke, P. (2011). Evaluating the validity of a high-stakes ESL test: Why teachers’ perceptions matter. Tesol Quarterly, 45(4), 628-660.
Year 2016, Volume: 6 Issue: 1, 66 - 78, 14.07.2016

Abstract

References

  • Bamberg, M. (2004). Talk, small stories, and adolescent identities. Human Development, 47, 366–369. doi: 10.1159/000081039.
  • Bamberg, M. (2006). Stories: Big or small: Why do we care? Narrative Inquiry, 16(1), 139–147. doi: 10.1075/ni.16.1.18bam.
  • Bergh, L., Denessen, E., Hornstra, L., Voeten, M. and Holland, R. W. (2010) The implicit prejudiced attitudes of teachers: relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal, 47(2), 497–527.
  • Bell, J. S. (1997). Shifting stories: shifting frames. In C. P. Casanave & S. Schecter (Eds.),On becoming a language educator (pp. 133-144). Hillsdale, NJ: Erlbaum.
  • Bell, J. S. (2002). Narrative inquiry: More than just telling stories. Tesol Quarterly, 36(2), 207-213.
  • Block, D. (2007). Bilingualism: Four assumptions and four responses. Innovation in Language Learning and Teaching, 1(1), 66-81.
  • Connelly, F. M., & Clandinin, J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2- 14.
  • Cook-Sather, A. (2002). Authoring students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
  • Cook-Sather, A. (2009). Learning from the student’s perspective: A sourcebook for effective teaching. Boulder, CO: Paradigm Publisher.
  • Corbett, D., & Wilson, B. (1995). Make a difference with, not for, students: A plea to researchers and reformers. Educational Researcher, 24(5), 12-17.
  • Cruddas, L., & Haddock, L. (2003). Girls’ voices: Supporting girls’ learning and emotional development. Stratfordhire, England: Trentham Books.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251.
  • Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
  • Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Los Angeles, CA: California Association for Bilingual Education.
  • Cummins, J. (2009). Pedagogies of choice: challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261-271.
  • Davis, B., & Sumara, D. (2002). Constructivist discourses and the field of education: Problems and possibilities. Educational Theory, 52(4), 409-428.
  • Dewey, J. (1916). Democracy and education. New York, NY: The Free Press.
  • Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English language learners: The SIOP model. Boston, MA: Pearson/Allyn & Bacon.
  • Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122–130. http://dx.doi.org/10.1075/ni.16.1.16geo.
  • Good, T. L., & Brophy, J. E. (1994). Looking in Classrooms. New York, NY: HarperCollins College Publishers.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based learning. Educational Psychologist, 41(2), 75-86.
  • Krashen, S. D. (1982/2009). Principles and practice in second language acquisition. Oxford, UK: Pergamon.
  • Levin, B. (2000). Putting students at the center in education reform. Journal of Educational Change, 1, 155-172.
  • Mitra, D. (2004). The significance of students: Can increasing ‘student voice’ in schools lead to gains in youth development? Teachers College Record, 106(4), 651-688.
  • Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, UK: Longman/Pearson Education Limited.
  • Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21(8), 5-14.
  • Oldfather, P. (1995). Introduction to “learning from student voices.” Theory into Practice, 43, 84-87.
  • Peregoy, S., & Boyle, F. (2008). Reading, writing and learning in ESL: A resource book for k-12 teachers (5th ed.). Boston, MA: Allyn & Bacon.
  • Pettie, S. K. (2011). Teachers’ beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5, 123-147.
  • Rodgers, C. (2006). Attending to student voice: The role of descriptive feedback in learning and teaching. Curriculum Inquiry, 36(2), 209-237.
  • Rudduck, J. (2007). Student voice, student engagement, and school reform. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School (pp. 587-610). Dordrecht, Netherlands: Springer.
  • Rudduck, J., & Flutter, J. (2004). How to improve your school: Giving pupils a voice. London, UK: Continuum.
  • Sheng, Z., Sheng, Y., & Anderson, C. J. (2011). Dropping out of school among ELL students: Implications to schools and teacher education. The Clearing House, 84, 98–103.
  • Shim, J. M. (2009). Violent turbulence in curriculum theory. Journal of Curriculum Theorizing, 25(1), 110-125.
  • Shim, J. M. (2014). A Bourdieuian analysis: Teachers’ beliefs about English language learners’ academic challenges. International Journal of Multicultural Education, 16(1), 40-55.
  • Shultz, J., & Cook-Sather, A. (Eds). (2001). In our own words: Students’ perspectives on school. Lanham. MD: Rowman & Littlefield.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Strucker, M., Moise, L. N., Magee, V. L., Kreider, H. (2991). Writing the wrong: Making schools better for girls. In J. Shultz & A. Cook-Sather (Eds.), In our own words: Students’ perspectives on school (pp. 149-164). Lanham, MD: Rowman & Littlefield.
  • Taylor, C. (1992) Multiculturalism and ‘The Politics of Recognition’. Princeton, NJ: Princeton University Press.
  • The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2007). Retrieved from www.ncela.gwu.edu/expert/fastfaq/4.html
  • The National Center for Education Statistics. (2011). Retrieved from http://nces.ed.gov/nationsreportcard/pdf/studies/2011462.pdf
  • Thomas, W. and Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
  • Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
  • Winke, P. (2011). Evaluating the validity of a high-stakes ESL test: Why teachers’ perceptions matter. Tesol Quarterly, 45(4), 628-660.
There are 45 citations in total.

Details

Other ID JA45ZM74CC
Journal Section Articles
Authors

Jenna Min Shim This is me

Adil Bentahar This is me

Publication Date July 14, 2016
Published in Issue Year 2016 Volume: 6 Issue: 1

Cite

APA Shim, J. M., & Bentahar, A. (2016). Practicing Collaborative Relations of Power: English Language Learners’ Perspectives. The Journal of Language Learning and Teaching, 6(1), 66-78.