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Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school.

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Bibliographic Details
Title:	Sociocultural diversity, identities, and critical education: Comparing conversational narratives at school.
Authors:	Archakis, Argiris¹, Tsakona, Villy²
Source:	Critical Literacy: Theories & Practices. 2013, Vol. 7 Issue 1, p48-62. 15p.
Subject Terms:	Diversity in education, Critical theory, *Language & education, Sociolinguistics, Sociocultural factors, Oral history, Narratives
Abstract:	In this paper, we argue that the communicative approach to language teaching should be enriched with concepts and objectives coming from critical theories on language and discourse and, more specifically, from ethnographically informed approaches exploiting students' cultural background and experiences from their everyday social reality. Based on current sociolinguistic findings, special attention is paid to narrative as a discourse genre commonly used in everyday encounters. We develop an educational framework involving the comparative analysis of oral narrative material and focusing on the identities constructed by the narrator(s). The proposed model aims at raising students' critical language awareness by training them to identify and compare the subversive core of narratives and the evaluative stances emerging therein. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this paper, we argue that the communicative approach to language teaching should be enriched with concepts and objectives coming from critical theories on language and discourse and, more specifically, from ethnographically informed approaches exploiting students' cultural background and experiences from their everyday social reality. Based on current sociolinguistic findings, special attention is paid to narrative as a discourse genre commonly used in everyday encounters. We develop an educational framework involving the comparative analysis of oral narrative material and focusing on the identities constructed by the narrator(s). The proposed model aims at raising students' critical language awareness by training them to identify and compare the subversive core of narratives and the evaluative stances emerging therein. [ABSTRACT FROM AUTHOR]
ISSN:	17530873