![Page 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/1.jpg)
An Analysis of Cultural
Dissonance: Emergent
Readers in High School
Martha Bigelow, Univ. of MNNicole Pettitt, GA State Univ.
Kendall King, Univ. of MN
SLRF 2012
Pittsburgh, PA
![Page 2: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/2.jpg)
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)
![Page 3: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/3.jpg)
3
Two Different Learning Paradigms(Table 2.5, DeCapua & Marshall, 2010, p. 40)
SLIFE Conditions for Learning
US Schools
Immediate relevance Future relevance
Interconnectedness Independence
Processes for Learning
Shared responsibility Individual accountability
Oral transmission Written word
Activities for Learning
Pragmatic tasks Academic tasks
![Page 4: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/4.jpg)
4
Study questions
How are cultural dissonance and educational hegemony manifested and resolved in a high school ESL reading class?
![Page 5: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/5.jpg)
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)
![Page 6: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/6.jpg)
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
![Page 7: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/7.jpg)
7
\
![Page 8: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/8.jpg)
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
![Page 9: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/9.jpg)
9
Micro-ethnographic analysis Two students
Ayan Nadifa
Intertwined instances Dissonance Resolution
![Page 10: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/10.jpg)
10
Micro-ethnographic analysis
Cultural dissonance
Resolution
Ayan Work alone
Decontextualized language analysis
Completes tasks with peer support
Shows work to teacher
![Page 11: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/11.jpg)
11
“Ayan”
![Page 12: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/12.jpg)
12
Ayan
![Page 13: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/13.jpg)
13
Ayan
![Page 14: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/14.jpg)
14
![Page 15: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/15.jpg)
15
Excerpt 1: ‘No copying’ (Ayan)
INSERT VIDEO HERE
![Page 16: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/16.jpg)
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)
![Page 17: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/17.jpg)
17MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
![Page 18: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/18.jpg)
18MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
![Page 19: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/19.jpg)
19MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
![Page 20: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/20.jpg)
20MALP construct
Ayan’s actions
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (turn in to teacher,
![Page 21: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/21.jpg)
21MALP construct
Ayan’s actions & resolution
Immediate relevance
turn in paper, get teacher’s stamp
Interconnectedness bodily/verbal contact with peers and teachers
Shared responsibility
recruits “help” from classmates, compares her and seatmate’s work to s’s behind them (3-way accomplishment)
Oral transmission makes print-based activity oral-based/multi-modal
Pragmatic tasks attempts to find the pragmatic in decontextualized academic task (e.g., turn in to teacher)
![Page 22: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/22.jpg)
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)
![Page 23: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/23.jpg)
23
Micro-ethnographic analysis
Cultural dissonance
Resolution
Nadifa Reading strategies
Plot analysis
Engages in plot analysis
![Page 24: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/24.jpg)
24
Nadifa
![Page 25: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/25.jpg)
25
Nadifa
![Page 26: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/26.jpg)
26
Nadifa
![Page 27: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/27.jpg)
Excerpt 2: Authentic listening (Nadifa)
INSERT VIDEO HERE
![Page 28: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/28.jpg)
Excerpt 3: Nadifa protests predicting
INSERT VIDEO HERE
![Page 29: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/29.jpg)
29MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness
Shared responsibility
Oral transmission
Pragmatic tasks
![Page 30: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/30.jpg)
30MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Oral transmission
Pragmatic tasks
![Page 31: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/31.jpg)
31MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission
Pragmatic tasks
![Page 32: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/32.jpg)
32MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission Video is oral/written
Pragmatic tasks
![Page 33: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/33.jpg)
33MALP construct
Nadifa’s actions & resolution
Immediate relevance
Text enjoyment
Interconnectedness Sharing a joke
Shared responsibility
Participating in the storytelling
Oral transmission Video is oral/written
Pragmatic tasks Social value of storytelling to teach a lesson, to enjoy, to be entertained
![Page 34: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/34.jpg)
34
![Page 35: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/35.jpg)
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
![Page 36: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/36.jpg)
36
Two Different Learning Paradigms(Table 2.5, DeCapua & Marshall, 2010, p. 40)
SLIFE Conditions for Learning
US Schools
Immediate relevance Future relevance
Interconnectedness Independence
Processes for Learning
Shared responsibility Individual accountability
Oral transmission Written word
Activities for Learning
Pragmatic tasks Academic tasks
![Page 37: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/37.jpg)
37
Discussion Examination of assumptions of classroom
roles, scripts, pedagogical hegemony How would you theorize these data? How can adaptation/accommodation
happen?
![Page 38: 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](https://reader036.vdocument.in/reader036/viewer/2022062300/56649cee5503460f949bbd26/html5/thumbnails/38.jpg)
38
Thank you!!
[email protected] [email protected] [email protected]
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.