Catalan Review

CONSTRUCTING DIVERSITY: TEACHERS’ PERSPECTIVES ON CLASSROOMS IN CATALONIA

Catalan Review (2007), 21, (1), 207–231.

Abstract

Interactional analysis can be used to explore transcripts and to provide access to embedded, intertextual information in the discussion participants’ talk. In this article, the analysis provides “portraits” of preservice and inservice teachers’ orientation towards linguistic diversity in Catalan schools —orientations which can help reveal the discourse participants’ previous knowledge and understanding of such categories. By recognising these categorizations as both bounded by commonsense background knowledge and constructed in situ, the analysis looks at the categorising processes used by teachers as a part of their life of teaching. It also reveals the social nature of these categorizations because they are, in the dialogic sense, an inseparable element of the socially constituted fabric of language and human interaction (Bakhtin, Dialogic) in the environment of schooling and society.

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Author details

Dooly, Melinda