Desconstruindo e Reconstruindo Linguagem, Raça e Relações de Poder em uma Sala de Aula Secundária nos Estados Unidos
Nas salas de aula, os professores envolvem explicitamente e implicitamente os alunos na exploração das ideologias linguísticas que influenciam suas atitudes sobre a variação da linguagem e as relações raciais. O estudo de caso relatado aqui usa análise do discurso etnogeograficamente detalhada para examinar como as conversas instrucionais em uma sala de aula de artes de língua secundária convidaram os alunos a refletir, desconstruir e reconstruir ideologias linguísticas isso influenciou a forma como eles viam o uso da linguagem e as relações raciais. Empregamos um quadro mircoetnográfico, analítico do discurso, informado por sociolinguística interacional, teoria racial crítica e raciolinguística para analisar a conversa instrucional. A análise tornou visível como a conversa instrucional orientou a desconstrução e a reconstrução da variação da linguagem pelos alunos através do posicionamento uns dos outros para questionar binários linguísticos, ligações entre ideologias linguísticas e raciais hierarquias e ideologias linguísticas que carecem de aterramento em suas próprias experiências linguísticas cotidianas. Os resultados também mostram que as próprias identidades sociais dos alunos foram implicadas nas ideologias linguísticas que detinham, desconstruídas e reconstruídas.
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