Difference between revisions of "Paoletti2000"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Isabella Paoletti; | + | |Author(s)=Isabella Paoletti; |
|Title=Being a foreigner in primary school | |Title=Being a foreigner in primary school | ||
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Education; Identity; |
|Key=Paoletti2000 | |Key=Paoletti2000 | ||
|Year=2000 | |Year=2000 | ||
| + | |Language=English | ||
|Journal=Language and Education | |Journal=Language and Education | ||
|Volume=14 | |Volume=14 | ||
|Number=4 | |Number=4 | ||
| − | |Pages= | + | |Pages=266–282 |
| − | | | + | |URL=http://www.tandfonline.com/doi/abs/10.1080/09500780008666793 |
| − | + | |DOI=10.1080/09500780008666793 | |
| + | |Abstract=This paper presents how the identity of the foreign student is interactionally produced in the course of ordinary educational activities. In a detailed discourse analysis within an ethnomethodological framework, I show instances of the social production of primary school students as 'foreign' in and through the interaction with other students, the teachers and the researchers, as well as in relation to school knowledge, classroom discourses and practices. Being a foreigner is shown to be socially produced and to have various meanings and implications at both the personal and institutional level. It may imply marginalisation but also positive integration. | ||
}} | }} | ||
Latest revision as of 19:51, 8 November 2017
| Paoletti2000 | |
|---|---|
| BibType | ARTICLE |
| Key | Paoletti2000 |
| Author(s) | Isabella Paoletti |
| Title | Being a foreigner in primary school |
| Editor(s) | |
| Tag(s) | EMCA, Education, Identity |
| Publisher | |
| Year | 2000 |
| Language | English |
| City | |
| Month | |
| Journal | Language and Education |
| Volume | 14 |
| Number | 4 |
| Pages | 266–282 |
| URL | Link |
| DOI | 10.1080/09500780008666793 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper presents how the identity of the foreign student is interactionally produced in the course of ordinary educational activities. In a detailed discourse analysis within an ethnomethodological framework, I show instances of the social production of primary school students as 'foreign' in and through the interaction with other students, the teachers and the researchers, as well as in relation to school knowledge, classroom discourses and practices. Being a foreigner is shown to be socially produced and to have various meanings and implications at both the personal and institutional level. It may imply marginalisation but also positive integration.
Notes
