Evaluating Students’ Final Text Production in Polyphonic Critical Literacy Practices: Combining Appraisal Theory with Qualitative Data Sources

Konstantinos Sipitanos

Abstract


Critical literacy practices have moved their interest from Freirean binary analyses (e.g. oppressor versus oppressed) to more complex perspectives, where in a text the author/speaker is (dis) aligned with different discourse communities. Despite the fact that these teaching practices that are based in multiple discources are gaining attention, little work has been done on the assessment of the teaching practices. During the last decades, the literacy activities researches have focused on the teacher-student interactions and the teacher talks (asking questions, types of questions), neglecting the final text production, which is also a significant factor in the evaluation of literacy practices. In this paper, after the implementation of polyphonic literacy practices in a rural junior high school in Crete, Greece, the teacher-researcher assessed the final student written products using the Appraisal Theory. Further qualitative methodological data gathering sources enhanced the identification of the contextual factors that can explain in depth the discourses the students (re)produced in their texts. These findings suggest that Appraisal Theory combined with such methodological choices, where the context is identified, is more supportive in the evaluation of these complex critical literacy practices and provides the teacher and students fruitful feedback concerning critical literacy awareness.

Keywords


Appraisal Theory Critical Literacies, Discourses, Methodology, Polyphony

Full Text:

PDF

References


Adams, M. (1994). Beginning to read: Learning about print. Cambridge, MA: MIT Press.

Anderson, G., & Irvine, P. (1993). Informing critical literacy with ethnography. In C. Lankshear, & P. McLaren, Critical literacy: Politics, praxis, and the postmodern (pp. 81-104). Albany, NY: SUNY Press.

Anderson, R., & Pearson, P. (1984). A schemata theoretic view of basic processes in reading comprehension. In P. Pearson, R. Barr, M. Kamil, & P. Mosenthal, The handbook of reading research (Vol. 1) (pp. 25-291). New York: Longman.

Apple, M. W. (2013). Can education change society? New York: Routledge.

Apple, M. W. (1995). Education and Power. New York: Routledge.

Bakhtin, M. (1981). The Dialogic Imagination. Translated by C. Emerson and H. Holquist. Austin: University of Texas Press.

Bazerman, C. (2004). Speech acts, genres and activity systems: How texts organize activity and people. In C. Bazerman, & P. Prior, What writing does and how it does it: An introduction to analyze texts and textual practices (pp. 309-339). Mahwah, NJ: Lawrence Erlbaum Associates.

Benwell, B., & Strokoe, E. (2006). Discourse and Identity. Edinburgh: Edinburgh University Press.

Bhabha, H. (1994). The Location of Culture. London and New York: Routledge.

Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge: Cambridge University Press.

Blommaert, J. (2005). Discourse. A Critical Introduction. New York: Cambridge University Press.Bowden, D. (1999). The mythology of voice. Portsmouth, NH: Boyton/Cook Heinemann'.

Bucholtz, M., & Hall, K. (2005). Identity and interaction: a sociocultural linguistic approach. Discourse Studies, 7(4-5), 585-614.

Cervetti, G., Pardales, M., & Damico, J. (2001). A Tale of Differences: Comparing the Traditions, Perspectives, and Educational Goals of Critical Reading and Critical Literacy. Reading Online 4 (9).

Clark, U. (2001). War Words: Language, History and the Discipline of English. Oxford: Elsevier.

Comber, B. (2013). Critical lIteracy in Early Years: Emergence and Sustenance in an Age of Accountability. In J. Larson, & J. Marsh, In Handbook of Research in the Early Childhood Literacy (2nd) (pp. 587-601). London: Sage.

Coupland, N. (2010). Introduction: Sociolinguistics in the global era. In N. Coupland, The Handbook of Language and Globalization (pp. 1-27). Chichester: Wiley-Blackwell.

Derrida, J. (1978). Writing and difference (A. Bass trans.). Chicago: University of Chicago Press.

Fairclough, N. (1995). Critical Discourse Analysis. London: Longman.

Fenwick, T., Richard , E., & Sawchuk, P. (2012). Emerging Approaches to Educational Research. Tracing the Socio-Material. London: Routledge.

Foucault, M. (2004). Naissance de la Biopolitique. Cours au College de France 1978-1979. Seuil: Gallimard.

Foucault, M. (1972). The Archeology of Knowledge. London: Tavistock Publications.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Hodder & Hodder.

Gee, J. (2015). Literacy and Education. New York and London: Routledge.

Gee, J. (2014). An Introduction to Discourse Analysis: Theory and Method (Fourth Edition). New York, NY: Routledge.

Gee, J. (2000). Identity as Ananlytical Lens for Research in Education. Review of Research in Education, 25, 99-125.

Geogakopoulou, A. (2007). Small Stories, Interaction and Identities. Amsterdam: John Benjamins Publishing Company.

Georgakopoulou, A., & Goutsos, D. (2004). Discourse Analysis: An introduction (second edition). Edinburgh: Edinburgh University Press.

Giddens, A. (1991). Modernity of Self-Identity: Self and Society in the Late Modern Age. Cambridge, UK: Polity Press.

Halliday, M. (2014). Halliday's Introduction to Functional Grammar (revised by Christian M.I.M. Matthiessen 4th edition). London and New York: Routledge.

Halliday, M., & Martin, J. (1995). Writing science. London: Taylor & Francis.

Hyland, K. (2008). Disciplinary voices: Interactions in research writing. English Text Construction, 1(1), 5-22.

Iedema, R., Feez, S., & White, P. (1994). Media Literacy (Write it Right Literacy in Industry Research Project – Stage 2. Sydney: Metropolitan East Disadvantaged Schools Program.

Jameson, F. (2016). Revisiting Postmodernism: An interview with Fredric Jameson Conducted by Nico Baumbach, Damon T. Young, and Genevieve Yue. Social Text, 34(2),143-160.

Katsarou, E. (2009). Literacy teaching in the L1 Curriculum of Greek secondary education. Educational Studies in Language and Literature 9(3), 49-70.

Kostouli, T., & Stylianou, M. (2012). Creating new classroom communities through a cross-curricular perspective: An exploration into pedagogical change in Cyprus. Ανακοίνωση στο 15ο Διεθνές Συνέδριο Εφαρμοσμένης Γλωσσολογίας, GreekAppiedLinguisticsAssosiation (GALA).Θεσσαλονίκη, 23-35 Νοεμβρίου 2012.

Lacey, P. (1996). Improving practice through reflective enquiry: Confessions of a first-time action researcher. Educational Action Research, 4(3), 349-361.

Lemke, J. (2008). Identity, development and desire: Critical Questions. In C. Caldas-Couthhard, & R. Iedema, Identity trouble: Critical discourse and contested identities (pp. 17-42). Basingstoke, England: Palgrave Macmillan.

Lemm, V., & Vatter, M. (2014). The Government of Life: Foucault, Biopolitcs, and Neoliberalism. Oxford: Oxford University Press.

Luke, A. (2012). Critical Literacy: Foundational Notes, Theory into Practice, 51(1), 4-11.

Lyotard, J. (1984). The postmodern condition. Manchester: University Press.

Martin, J., & White, P. (2005). The Language of Evaluation: Appraisal of English. Basingstoke: Palgrave Macmillan.

McNaughton, S. (2002). Meeting the minds. Auckland, New Zealand: Learning Media.

Mercer, N. (1998). The Guided Construction of Knowledge. Cleveton, UK: Multilingual Matters Ltd.

Pressley, M. (2006). Reading Instruction That Works: The Case for Balanced Teaching. New York: Guilford Press.

Rassool, N. (1999). Literacy for Sustainable Development in the Age of Information. Clevedon: Multilingual Matters.

Saeed, I. J. (1997). Semantics. Oxford: Blackwell Publishers Ltd.

Searle, J. (1969). Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press.

Sharpe, T. (2008). How can teacher support learning? Linguistics and Education, 19 (2), 132-148.

Starfield, S., Paltridge, B., McMurtrie, R., Holbrook, A., Bourke, S., Fairbairn, H., . . . Lovat, T. (2015). Understanding the language of evaluation in examiner's reports on doctoral theses. Linguistics and Education (31), pp. 130-144.

Thomas, D., Thomas, A., & Moltow, D. (2015). Evaluative stance in high achieving Year 3 persuasive texts. Linguistics and Education (30), pp. 26-41.

Uhrig, K. (2012). Business and legal case genre networks: Two case studies. English for Specific Purposes, 31, 127-136.

Van Dijk, T. (2008). Discourse and Power. New York: Palgrave Macmillan.

Vasquez, V. (2014). Negotiating Critical Literacies with Young Children. Mahwah, NJ: Lawrence Erlbaum.

Vasquez, V. (2005). Creating Opportunities for Critical Literacy with Young Children. Using Everyday Issues and Everyday Text. In J. Evans, In Literacy Moves on. Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom (pp. 78-97). London: David Fulton Publishers.

Von Glaserfeld, E. (1995). A constructivist approach to teaching. In L. Steffe, & J. Gale, Constructivism in education (pp. 3-16). New Jersey: Lawrence Erlbaum Assoiates Inc.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.113

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2021 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.