Pupil identity as a site of competing ideologies: a tale of three classrooms Julia Snell and Adam Lefstein julia.snell@kcl.ac.uk Extract 1 This extract is from a Year 5 lesson on the narrative poem, The Highwayman. In this lesson, the class work on the first stanza of the poem, defining the meaning of new words, considering the use of metaphor and translating their impressions of the opening of the poem to visual representations of the setting. In the minutes leading up to this extract, the pupils have highlighted words that they don’t understand and, as a class, have found and discussed dictionary definitions. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Mr Robbins: Mr Robbins: Hugh: Mr Robbins: Ashah: Mr Robbins: Ashah: Mr Robbins: do we think (1) ((walking to the whiteboard)) the wind was a torrent of darkness bearing in mind torrent means something that is fast flowing do we think that it’s very windy or just a gentle little breeze hands up if you think very windy ((most pupils, including Hugh, raise their hands)) okay (1) Hugh which word do you think means it’s very windy which word in this bit the wind was a torrent of darkness tells you that it’s very windy (6) ((shrugs shoulders)) you’re not sure ((raises hand)) what do you think erm torrent the word torrent okay so we think it’s very windy Transcription notations include: (text ) (xxxxxxx) (.) (1) (( )) [ [ text te:xt sh>text< TEXT (.hhh) - Transcription uncertainty Indistinguishable speech Brief pause (under one second) Longer pause (number indicates length to nearest whole second) Description of prosody or non-verbal activity Overlapping talk or action - Emphasised relative to surrounding talk (underlined words) Stretched sounds Word cut off Speech delivered more rapidly than surrounding speech. Shouting Audible inhalation 1 Extract 2 The following extract is taken from a Year 6 SATs revision lesson on reading comprehension. At the beginning of the lesson the pupils were given time to work individually to read and annotate a poem, Owl: Owl Owl Was darker Than ebony. Flew through the night, Eyes like amber searchlights, Rested on a post, Feathers wind-ruffled. Stood stump still, Talons ready to seize And squeeze Owl Was death That swamped the fields, For it flew through the dark That tightened its knot, That bandaged the hills In a blindfold of fear. Owl flew – who – who – who At the end of this task, the teacher, Ms Alexander, asks the pupils for their first impressions of the poem. A pupil says that she didn’t like the poem because she couldn’t understand it. The teacher probes (“what did you find difficult to understand”) and a discussion begins in which the teacher tries to facilitate the pupils’ understanding. The transcript below begins towards the end of this discussion. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Ms Alexander: Pupils: Ms Alexander: Aaron: Ms Alexander: Aaron: Ms Alexander: Aaron: Ms Alexander: Aaron: Ms Alexander: Ash: Aaron: Ms Alexander: Ash: Ms Alexander: Ash: erm guys how about the end how about the end [owl flew who who who [owl flew who who what might that mean that- that’s a technique a very clever technique I know I know I know a very clever technique used because it (xxx) I know Hayden do you have any idea what that might mean in any way [anything [(xxxxxx) anything basic shshsh ((to Aaron)) because it (xxx) you like owls you’re into animals so what might it mean owl flew [who who who [((singing to Hayden)) because it (don’t tell you xxxx) oo are you Hayden ((singing to Hayden)) give Hayden a chance (2) ((to Hayden)) it wasn’t me 2 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Hayden: Ms Alexander: Hayden: Ms Alexander: Ash: Daren: Ms Alexander: Hayden: Daren: Ms Alexander: Ash: Hayden: Daren: Ash: Ms Alexander: Ash: ((laughs)) nothing you have no idea no Daren you said something earlier okay you said something what did you say about that last line ((looking at the camera)) I’m scared ((looks at Hayden)) noise the owl’s making good it’s like doesn’t it sound likewhen you listen to it or when you read it doesn’t it sound like (.) the noise an owl makes (no) Hayden [what does it sound like [who who who [it says who who who who who who ((directed to Hayden)) (xxxxxxxxxx) Hayden says no [Hayden says no [(xxxxxxx the own) it does because you’ve got twit twoo alright that’s how[you would say that’s how an owl sounds [twit (.) twoo not twit who ((directed to Hayden)) who’s a twit twoo Extract 3 This extract occurs around 45 minutes into a Year 5 lesson on Charlotte’s Web in which pupils are exploring the themes that have come out of the first five chapters. The pupils have been working in small groups to discuss the events of the book and related themes and the teacher is now drawing their ideas together. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Ms Leigh: Mark: actually you’ve had a good idea here about (.) erm what we thought of friends but you came up with the word suspicion and suspicion was a theme that kept on appearing in the text do you want to tell us more Mark erm (1) so it was like Templeton yeah just like wants to get the eggs and then eat them because it’s like it’s like this because- because thebecause Templeton told the goose that erm that fern has like the collection of like stuff yeah and then goose said it to Fern 3 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 Ms Leigh: Mark: Ms Leigh: Mark: Ms Leigh: Mark: Ms Leigh: Mark: Ms Leigh: Mark: Ms Leigh: and then Fern like says that ain’t tru:e and then Templeton is trying to get the goose attention (xxxx friend) and then and so the rat and so Templeton can get the egg and then eat it okay so how was that suspicious erm (5) because (5) would you trust a friend who tries t- to [steal your toys [no maybe your baby brother yeah [((laughing)) I would [or- you wouldn’t mind ((laughs)) okay does that appear anywhere else because somebody else earlier mentioned on somanother character was suspicious as well Charlotte okay because she couldso it could be like Wilbur is out walking and then without Wilbur noticing Charlotte could just jump on her back and just start rapping her up (xxxxxx) okay so we’ve got the dilemma in both characters now like you were saying actually can we trust them a hundred percent even though they’re trying to make friends with other people and trying to be around other people can we give them our hundred percent trust or are they going to do something terrible 4 Select references Alexander, R. 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(2004). The interdependence of social identification and learning. American Educational Research Journal, 41(3), 715-750. Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press. Towards Dialogue project publications Lefstein, A. (2010) “More Helpful as Problem than Solution: Some Implications of Situating Dialogue in Classrooms” in Littleton, K. & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction. Taylor and Francis. Lefstein, A. & J. Snell (2011) “Classroom discourse: the Promise and Complexity of Dialogic Practice”. In Ellis, S. McCartney, E. & J. Bourne, Eds., Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press. Lefstein, A., & Snell, J. (2011). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505-514. Lefstein, A. & J. Snell (2011). Promises and Problems of Teaching with Popular Culture: A Linguistic Ethnographic Analysis of Discourse Genre Mixing. Reading Research Quarterly, 46 (1), 40-69. Lefstein, A., & Snell, J. (in press). Beyond a unitary conception of pedagogic pace. British Educational Research Journal. Lefstein, A. & J. Snell (forthcoming in 2013). Better than “Best Practice”: Developing Dialogic Pedagogy. Routledge. Snell, J. (2011). Interrogating video-data: Systematic quantitative analysis versus micro-ethnographic analysis. International Journal of Social Research Methodology 14(3), 253–258. Snell, J. & A. Lefstein (2011) Computer-assisted systematic observation of classroom discourse & interaction: Technical report on the systematic discourse analysis component of the Towards Dialogue study. Working papers in Urban Language & Literacies, #77. London: King’s College London. 5