GSE Faculty Research
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.
Keywords
Identity, literacy, language
Recommended Citation
Hall, L. A., Johnson, A. S., Juzwik, M. M., Wortham, S., & Mosley, M. (2009). Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools. Retrieved from https://repository.upenn.edu/gse_pubs/213
Date Posted: 20 January 2011
This document has been peer reviewed.
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