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Article: Resistance and creativity in English reading lessons in Hong Kong

TitleResistance and creativity in English reading lessons in Hong Kong
Authors
Issue Date1999
PublisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_lcc.asp
Citation
Language, Culture and Curriculum, 1999, v. 12 n. 3, p. 285-296 How to Cite?
AbstractIn this paper, I present a fine-grained analysis of a videotaped lesson segment of a Form 2 (Grade 8) English reading lesson in a school located in a working class residential area in Hong Kong. The excerpt was taken from a larger corpus of similar lesson data videotaped in the class over three consecutive weeks. The analysis shows how these limited-English-speaking Cantonese school children subverted an English reading lesson that had a focus on practising skills of factual information extraction from texts and negotiated their own preferred comic-style narratives by artfully making use of the response slots of the IRF (Initiation-Response-Feedback) discourse format used in the lesson. The analysis shows the students' playful and artful verbal practices despite the alienating school reading curriculum which seems to serve to produce an uncritical labour. The implications for teaching are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/146536
ISSN
2015 Impact Factor: 0.816
2015 SCImago Journal Rankings: 0.560

 

DC FieldValueLanguage
dc.contributor.authorLin, AMY-
dc.date.accessioned2012-04-25T06:55:57Z-
dc.date.available2012-04-25T06:55:57Z-
dc.date.issued1999-
dc.identifier.citationLanguage, Culture and Curriculum, 1999, v. 12 n. 3, p. 285-296-
dc.identifier.issn0790-8318-
dc.identifier.urihttp://hdl.handle.net/10722/146536-
dc.description.abstractIn this paper, I present a fine-grained analysis of a videotaped lesson segment of a Form 2 (Grade 8) English reading lesson in a school located in a working class residential area in Hong Kong. The excerpt was taken from a larger corpus of similar lesson data videotaped in the class over three consecutive weeks. The analysis shows how these limited-English-speaking Cantonese school children subverted an English reading lesson that had a focus on practising skills of factual information extraction from texts and negotiated their own preferred comic-style narratives by artfully making use of the response slots of the IRF (Initiation-Response-Feedback) discourse format used in the lesson. The analysis shows the students' playful and artful verbal practices despite the alienating school reading curriculum which seems to serve to produce an uncritical labour. The implications for teaching are discussed.-
dc.languageeng-
dc.publisherMultilingual Matters Ltd. The Journal's web site is located at http://www.multilingual-matters.com/multi/journals/journals_lcc.asp-
dc.relation.ispartofLanguage, Culture and Curriculum-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleResistance and creativity in English reading lessons in Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.description.naturepostprint-
dc.identifier.volume12-
dc.identifier.issue3-
dc.identifier.spage285-
dc.identifier.epage296-
dc.publisher.placeUnited Kingdom-

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