GSE Publications

Document Type

Journal Article

Date of this Version

5-2009

Abstract

This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study offers a detailed account of how literate identities are constructed and enacted and the positive and negative consequences that occur for teachers and students when they are enacted. Taken together, these three studies demonstrate how teachers’ and students’ understandings of identity can promote or inhibit literacy teaching and learning.

Comments

Suggested Citation:
Hall, L. et al. (2009) "Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools." Teaching and Teacher Education. Vol. 26(2). p. 234-243.

The final version of this article is available at http://dx.doi.org/10.1016/j.tate.2009.04.009

Keywords

Identity, literacy, language

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Date Posted: 20 January 2011

This document has been peer reviewed.