Resistance and Creativity in English Reading Lessons in Hong Kong

Dados Bibliográficos

ID12112784
AutoresAngel Mei Yi Lin (autor correspondente)
Ano1999
Volume12
Fascículo3
Páginas285-296
Data de publicação1999-10-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoLanguage Culture and Curriculum (JOURNAL)
Identificadores do periódicoISSN: 0790-8318 • E-ISSN: 1747-7573
EditoraRoutledge (PUBLISHER • GB)
DOI10.1080/07908319908666585
OpenAlexW2137776490
IdiomaEN
Citações recebidas12
Referências citadas3

In this paper, I analyse pupil-teacher dialogue, in a mixture of English and Cantonese, from a segment of a Form 2(Grade 8, 13-14yrs) English reading lesson. The lesson was video taped in a working-class school in Hong Kong, and the excerpt is taken from a larger corpus of similar lesson data videotaped in the class over three consecutive weeks. The analysis shows how these Cantonese children, with limited English, succeeded in subverting the reading lesson, which was based entirely on information extraction tasks.Instead, they negotiated their own preferred comic-style narratives by cleverly making use of the response slots of the IRF (Initiation-Response-Feedback) discourse format used in the lesson. Thus they achieved genuinely creative responses, in spite of the curriculum. The implications for teaching are discussed. [Copyright of Language, Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/07908319908666585]

Art · Class (philosophy · Comics · Creativity · Curriculum · Linguistics · Literature · Mathematics education · Narrative · Pedagogy · Reading (process · Resistance (ecology · Sociology · Style (visual arts · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching