Unraveling high school English literature pedagogic practices: a Legitimation Code Theory analysis
Unraveling high school English literature pedagogic practices: a Legitimation Code Theory analysis
复制标题
揭示高中英语文学教学实践：合法化代码理论分析
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
F. Jackson
中科院分区：
文献类型：
--
作者：
F. Jackson
摘要 在语言教师的教学实践中绘制知识结构的研究还不够，特别是对于学科英语这一多方面、难以定义的学科。鉴于英语在复杂的多语言和高度不平等的社会中的社会经济力量，对学科英语教师的教学法有更深入的了解至关重要，特别是在南非教育领域。对夸祖鲁-纳塔尔省十年级的两门英语文学课（一门母语 (EHL) 和一门附加语言 (EAL)）进行详细的定性分析，利用合法化代码理论 (LCT) 的专业化和语义概念，解释了我之前使用伯恩斯坦的分类和框架概念分析的两节课之间的差异，其中它们的分类非常相似。这一分析揭示了 LCT 在阐明不同课程之间的重要相似点和不同点方面的价值，这些相似点和不同点涉及课程中提倡的文学凝视类型以及课程中抽象和特殊性的范围和形式的变化。这些方面通过语义剖面图来说明，绘制语义重力和语义密度的变化。它还指出了南非学校系统中经济上最有利和最不利部分之间的识字水平存在惊人差距的一些潜在原因。 LCT 分析揭示了对语言教育和干预中的知识实践进行累积研究的潜力，以帮助教师建模和利用有价值的知识形成。
ABSTRACT Mapping the knowledge formations of language teachers within their pedagogic practices is underresearched, particularly for subject English, a multi-faceted, elusively defined discipline. Deeper knowledge of the pedagogy of subject English teachers is critical, especially within South African education, given the socio-economic power of English in a complexly multilingual and highly unequal society. This detailed, qualitative analysis of two KwaZulu-Natal Grade Ten English literature lessons, one Home Language (EHL) and one Additional Language (EAL), utilizing the Legitimation Code Theory (LCT) concepts of Specialization and Semantics, accounts for differences between two lessons that I previously analyzed, using Bernsteinian notions of classification and framing, in which they were very similarly categorized. This analysis reveals the value of LCT in illuminating significant points of similarity and difference across the lessons in terms of the types of literary gaze promoted and variations in the ranges and forms of abstraction and particularity across the lessons. Aspects of these are illustrated through semantic profile graphs, plotting changes of semantic gravity and semantic density. It also points to potential unearthing of some of the reasons for the alarming gap in literacy levels attained between the most and least economically advantaged sectors of the South African school system. LCT analysis reveals the potential for cumulative research into knowledge practices in language education and interventions to assist teachers in modeling and utilizing valued knowledge formations.