On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures

The purpose of this qualitative, ethnographic case study was to learn the nature of the discursive practices of English learners in playground peer cultures. Additionally, it sought to understand the relationship between these practices and ideology, gender, and school performance. Three questions...

Full description

Bibliographic Details
Main Author: Carmichael, Catherine M.
Other Authors: Moll, Luis C.
Language:EN
Published: The University of Arizona. 2008
Subjects:
Online Access:http://hdl.handle.net/10150/195390
id ndltd-arizona.edu-oai-arizona.openrepository.com-10150-195390
record_format oai_dc
spelling ndltd-arizona.edu-oai-arizona.openrepository.com-10150-1953902015-10-23T04:42:39Z On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures Carmichael, Catherine M. Moll, Luis C. Moll, Luis C. Gilmore, Perry Gonzalez, Norma English learners discourse gender ideology peer cultures play The purpose of this qualitative, ethnographic case study was to learn the nature of the discursive practices of English learners in playground peer cultures. Additionally, it sought to understand the relationship between these practices and ideology, gender, and school performance. Three questions guided this study: (1) what is the nature of the actual discursive practices of English learners in peer culture, playground interactions? (2) how do gender and ideology play a role in children's games? and (3) what is the relationship between these discursive practices and school performance?This inquiry was conducted over ten months at a school in Northern California where four English learner second graders were observed playing each day during their lunchtime recess. Data sources included audio and video taped observations and field notes, audio taped interviews, and artifact collection. Data analysis was ongoing, characterized by member-checking, peer review, and multiple codings.The findings of this study reflected the dynamic, sophisticated nature of discursive practices which were co-constructed in peer culture settings. These practices included the exploration and explanation of new games, uses of imitative and counter-imitative behaviors, performed rule talk, integrated displays of gesture, pitch and silences, and code-switching strategies. Students employed these for a variety of purposes, including the facilitation of alignment within groups, the manipulation of social organization, the orchestration of inclusion or exclusion, and the creation of positions of power.This research also proposed a working model within which the playground became a site for the interpretive reproduction of ideologies. Students at Westside demonstrated that they had appropriated adult ideologies in creative ways. They negotiated these in their peer cultures, and preserved and transformed adult culture.Finally, this study revealed that, based on the discursive practices observed on the playground, proficiency levels and instructional goals, as determined by the California English Language Development Test (CELDT) and the state English Language Development (ELD) standards were inaccurate and underestimated student ability. Policy reform reflecting greater awareness, both of the social nature of discourse, as well as the power of peer cultures, was recommended. 2008 text Electronic Dissertation http://hdl.handle.net/10150/195390 659749876 2816 EN Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. The University of Arizona.
collection NDLTD
language EN
sources NDLTD
topic English learners
discourse
gender
ideology
peer cultures
play
spellingShingle English learners
discourse
gender
ideology
peer cultures
play
Carmichael, Catherine M.
On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
description The purpose of this qualitative, ethnographic case study was to learn the nature of the discursive practices of English learners in playground peer cultures. Additionally, it sought to understand the relationship between these practices and ideology, gender, and school performance. Three questions guided this study: (1) what is the nature of the actual discursive practices of English learners in peer culture, playground interactions? (2) how do gender and ideology play a role in children's games? and (3) what is the relationship between these discursive practices and school performance?This inquiry was conducted over ten months at a school in Northern California where four English learner second graders were observed playing each day during their lunchtime recess. Data sources included audio and video taped observations and field notes, audio taped interviews, and artifact collection. Data analysis was ongoing, characterized by member-checking, peer review, and multiple codings.The findings of this study reflected the dynamic, sophisticated nature of discursive practices which were co-constructed in peer culture settings. These practices included the exploration and explanation of new games, uses of imitative and counter-imitative behaviors, performed rule talk, integrated displays of gesture, pitch and silences, and code-switching strategies. Students employed these for a variety of purposes, including the facilitation of alignment within groups, the manipulation of social organization, the orchestration of inclusion or exclusion, and the creation of positions of power.This research also proposed a working model within which the playground became a site for the interpretive reproduction of ideologies. Students at Westside demonstrated that they had appropriated adult ideologies in creative ways. They negotiated these in their peer cultures, and preserved and transformed adult culture.Finally, this study revealed that, based on the discursive practices observed on the playground, proficiency levels and instructional goals, as determined by the California English Language Development Test (CELDT) and the state English Language Development (ELD) standards were inaccurate and underestimated student ability. Policy reform reflecting greater awareness, both of the social nature of discourse, as well as the power of peer cultures, was recommended.
author2 Moll, Luis C.
author_facet Moll, Luis C.
Carmichael, Catherine M.
author Carmichael, Catherine M.
author_sort Carmichael, Catherine M.
title On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
title_short On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
title_full On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
title_fullStr On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
title_full_unstemmed On The Playground: Discourse, Gender and Ideology in English Learner Peer Cultures
title_sort on the playground: discourse, gender and ideology in english learner peer cultures
publisher The University of Arizona.
publishDate 2008
url http://hdl.handle.net/10150/195390
work_keys_str_mv AT carmichaelcatherinem ontheplaygrounddiscoursegenderandideologyinenglishlearnerpeercultures
_version_ 1718099549625516032