https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

Many people in "literate" societies, when asked to define literacy, almost always do so in terms of reading
and writing abilities This narrow interpretation of literacy, an
offspring of reductionist psychology, has reigned supreme in many academic and educational contexts for decades, greatly shaping literacy theories and classroom practices Within the past ten years, however, a large body of multidisciplinary
research has begun to undermine the authority of this
perspective by situating literacy in larger social practices

Social Linguistics and Literacies: Ideology in Discourses.

This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.

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Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education

This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactionally constituted, in which traditional conceptions of academic literacy and instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future.

[Note: The author discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts28304].

本文认为有需要转换一个新的思维典模，去看清楚青年所学习的，与所接受的读写教育，什么是最重要。本文着重两个相关的建构: 集体性第三空间与会批判式的读写能力。集体性第三空间这个建构，是从文献记载的研究中建立而成，它可以视作为一种特殊的最近发展区。这观点质疑一些最近发展区的流行定义。社会批判式的读写能力这个建构，把日常与制度上的读写惯例与篇章历史化，并给予新的框架作为指导批判性社会思想的总方针。本文所描述的理论建构是从一个洛杉矶加州大学移民学生领导能力协会(MSLI)的经验个案推究得出的。在这个移民学生领导能力协会的学习生态里，一个集体性第三空间因互动而产生。在这个集体性第三空间里，对学术性读写能力的传统看法，以及为弱势社群学生所提供的教学，均受质疑。取而代之是多样读写能力的看法。这些多样读写能力是因学生不同的實際生活情況的需要而有有选择性的差异，而这些實際生活情況是与学生的远距离与近距离的社會歷史息息相关。在这个移民学生领导能力协会里，混合的语言惯例、社會理論的自覺运用、 玩耍、想像、以及把读写惯例历史化的做法等都与过去、现在、和想象的将来连接起来。

[Podcast: http:www.voiceofliteracy.orgposts28304].

Cet essai fait etat d'un changement de paradigme relatif a ce qui est important en termes d'apprentissage et d'enseignement pour les jeunes. L'accent est mis sur deux concepts lies l'un a l'autre: le Troisieme Espace collectif et le lettrisme sociocritique. Le concept de Troisieme Espace collectif repose sur un corpus de recherche existant et peut etre considere comme une sorte de zone de prochain developpement. La perspective adoptee ici met en question certaines definitions habituelles de la zone de prochain developpement. Un lettrisme sociocritique historicise le quotidien, les pratiques de lettrisme institutionnelles et les ecrits, et les restructure en tant que puissants outils orientes vers une pensee sociale et critique. Les concepts theoriques presentes dans cet essai sont issus d'une etude de cas empirique de l'« Institut de Direction des Etudiants Immigrants » (Migrant Student Leadership Institute - MSLI) de l'universite de Californie a Los Angeles. Au sein de l'ecologie de l'apprentissage de cet institut un Troisieme Espace collectif s'est constitue de facon interactive, dans lequel les conceptions traditionnelles du lettrisme academique et de l'instruction destinee aux etudiants des communautes non dominantes ont ete contestees et remplacees par des formes de lettrisme qui privilegient et sont contingentes a la vie socio historique des etudiants, aussi bien proche que lointaine. Au sein de l'Institut, des pratiques hybrides de langage, l'utilisation deliberee de la theorie sociale, le jeu et l'imaginaire, et l'historicisation des pratiques de lettrisme font le lien entre le passe, le present et le futur imagine.

[Podcast: http:www.voiceofliteracy.orgposts28304].

يقدم هذا المقال حججا لتحويل نموذجي في ما يعتبر تعلم وتعليم القراءة والكتابة للشباب. ونذكر منظورين مترابطين: المكان الثالث الجمعي والقراءة والكتابة في النظرية الاجتماعية النقدية. يبني منظور المكان الثالث الجمعي على أعمال بحثية قائمة ومن المستطاع أن يعتبر نوعا خاصا من منطقة النمو القريب المدى. يتحدى الموقف المأخوذ ها هنا بعض التعريفات الحديثة لمنطقة النمو القريب المدى. تتأرخ معرفة القراءة والكتابة الاجتماعية النقدية ممارسات يومية ومعرفة القراءة والكتابة المعهدية ونصوصها ويعيد إطارها كأدوات قوية تتوجه إلى تفكير اجتماعي نقدي. اشتقت المفاهيم النظرية الموصوفة في هذا المقال من حالة دراسة ميدانية لمعهد قيادة طلاب المهاجرين بحامعة كاليفورنيا في لوس أنجليس. ومن ضمن البيئة التعلمية لدى المعهد، يتكون المكان الثالث تفاعليا بحيث المفاهيم التقليدية لمعرفة القراءة والكتابة التعلمية والتعليمية للطلاب من مجتمعات أقلية متحدية وبالتالي مستبدلة بأشكال معرفة القراءة والكتابة التي تميز وتعتمد على حياة الطلبة الاجتماعية التاريخية من قريب وبعيد. وفي المعهد، تربط ممارسات اللغة الهجينية، واستخدام النظرية الاجتماعية عن عمد في اللعب والتخيل، وتأرخ ممارسات معرفة القراءة والكتابة إلى الماضي والحاضر والمستقبل المتخيل.

[Podcast: http:www.voiceofliteracy.orgposts28304].

В данном эссе приводятся доводы в пользу изменения парадигмы, используемой при обучении молодежи и становлении грамотности среди молодых людей. Основное внимание уделяется двум взаимосвязанным категориям: коллективному третьему пространству и социокритической грамотности. Само понятие коллективного третьего пространства основано на существующих исследованиях и может рассматриваться как один из типов зоны ближайшего развития. Предложенная в статье точка зрения на зону ближайшего развития коренным образом отличается от современных представлений об этом явлении. Социокритическая грамотность рассматривает практику и тексты, существующие в рамках бытовой и институциональной грамотности, как исторические явления, а затем создает из них мощные инструменты, ориентированные на развитие критической общественной мысли. Теоретические конструкты, описанные в данном эссе, берут свое начало в эмпирическом социологическом исследовании, проведенном Институтом лидерства студентов-иммигрантов (MSLI) Калифорнийского университета Лос-Анджелеса. В соответствии с практикуемыми в MSLI подходами к обучению, коллективное третье пространство формируется в интерактивном взаимодействии, когда ломаются традиционные концепции академической грамотности и обучения студентов из недоминантных сообществ, и им предлагаются формы грамотности, которые обеспечивают им привилегии и всецело – и в зоне ближайшего, и в зоне отдаленного развития – зависят от социоисторических параметров жизни студентов. На территории MSLI практикуется смешение языков, сознательное использование социальной теории, игры, полета фантазии и исторического подхода к развитию грамотности, что позволяет связать прошлое, настоящее и предполагаемое будущее.

[Podcast: http:www.voiceofliteracy.orgposts28304].

Este ensayo aboga por un cambio en el paradigma sobre lo que se considera ensenanza y educacion de la cultura escrita en los jovenes. Se enfatizan dos constructos relacionados: el Tercer Espacio colectivo y la cultura escrita sociocritica. El constructor del Tercer Espacio colectivo se basa en una fuente existente de investigacion y puede ser considerado como una zona de desarrollo proximal. El punto de vista que se aboga en este ensayo pone en tela de juicio algunas de las definiciones corrientes de la zona de desarrollo proximal. La cultura escrita sociocritica interpreta desde una perspectiva historica los textos y las practicas de alfabetizacion institucionales y rutinarias, y los vuelve a enmarcar como instrumentos poderosos orientados al pensamiento social critico. Los constructos teoricos descritos en este ensayo proceden del estudio empirico de un caso del Instituto de Liderazgo de Estudiantes Migratorios (MSLI) en la Universidad de California, Los angeles. Dentro de la ecologia de aprendizaje del MSLI, se constituye de forma reciproca un Espacio Tercero en el cual los conceptos tradicionales de instruccion y alfabetizacion academica para los estudiantes de comunidades no predominantes son cuestionadas y remplazadas con formas de alfabetizacion que privilegian y dependen de las vidas sociohistoricas, tanto cercanas como lejanas, de los estudiantes. Dentro del MSLI, practicas hibridas de lengua, el uso conciente de teoria social, el juego y la imaginacion, y la historizacion de practicas de alfabetizacion enlazan el pasado, el presente y el futuro imaginado.

[Podcast: http:www.voiceofliteracy.orgposts28304].

Developing a Sociocritical Literacy in the Third Space

In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school-based, content area literacy practices of middle school-aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on-going community ethnography, we present findings on the strength of various funds that shape the texts available to a sample of 30 young people in the community and school we studied. We then present the patterns that we analyzed across each of the different documented funds. We use our findings on the funds that youth have available to them outside of school to suggest possibilities for working toward third space (Bhabha, 1994; Gutierrez, Baquedano-Lopez, Alvarez, & Chiu, 1999; Soja, 1996) around literacy and content learning in the seventh- and eighth-grade, public school science classrooms of these youth, and we draw implications for literacy teaching and research in other content areas.

EN ESTE articulo analizamos las intersecciones y fracturas entre las fuentes cotidianas (hogar, comunidad, grupo de pares) y escolares de conocimientos y tipos discursivos (Gee, 1996). Estas constituyen el marco de las practicas escolares de alfabetizacion en las areas de contenido para jovenes de escuela media en una comunidad urbana predominantemente latina de Detroit, Michigan, USA. Utilizando datos recogidos durante cinco anos en un estudio etnografico en curso, presentamos hallazgos acerca de la fuerza de varias fuentes que conforman los textos de los que disponen 30 jovenes de la comunidad y la escuela estudiadas. Usamos los hallazgos sobre los recursos a los que los jovenes tienen acceso fuera de la escuela para sugerir posibilidades de trabajo sobre el tercer espacio (Bhabha, 1994; Gutierrez, Baquedano-Lopez, Alvarez, & Chiu, 1999; Soja, 1996) en alfabetizacion y aprendizaje de contenidos para aulas de ciencia de septimo y octavo grado en escuelas publicas. Asimismo formulamos implicancias para la ensenanza y la investigacion en otras areas de contenido.

IN DIESEM Artikel analysieren wir Verbindungen und Trennungen zwischen dem Alltag (dem Zuhause, in der Gemeinschaft, bei Gleichaltrigen untereinander) und gegenuber schulischen Wissensgrundlagen und Diskurs (Gee, 1996), welche die schulfacher-basierenden Schreib- und Lesepraktiken von jugendlichen Mitschulern in einer uberwiegend latein-amerikanischen Stadtgemeinde in Detroit, Michigan, in den Vereinigten Staaten einrahmen. Unter Benutzung von uber funf Jahren gesammelter Daten einer fortlaufenden ethnischen Gemeinschaftserhebung prasentieren wir Ermittlungen aufgrund der Uberzeugungskraft verschiedener Grundlagen, welche die vorhandenen Texte gestalten, die wir anhand einer Auswahl von 30 Jugendlichen in der Gemeinde und Schule studierten. Danach prasentieren wir Musterbeispiele, die wir quer durch die unterschiedlich dokumentierten Grundlagen weiter analysierten. Wir wandten unsere Erkenntnisse auf jene Grundlagen an, die den Jugendlichen auserhalb der Schule zur Verfugung stehen, um Entwicklungsmoglichkeiten des Einwirkens zum dritten Raum (Bhabha, 1994; Gutierrez, Baquedano-Lopez, Alvarez, & Chiu, 1999; Soja, 1996) im Schreib- und Leseumfeld und facherbezogenen Lernen dieser jugendlichen Schuler aus den siebten und achten wissenschaftlichen Fachklassen (Science) in offentlichen Schulen aufzuzeigen, und wir ziehen daraus Implikationen zum Unterrichten im Schreiben und Lesen und der Erforschung in anderen Fachunterrichtsbereichen.

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Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non- mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469 - 498, 2001 Recent curriculum design projects have attempted to engage students in responsive or authentic science learning experiences in which students engage in inquiry-based research pro- jects about questions of interest to them (Goldman, 1997; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998; Merino & Hammond, 1998; Warren, Rosebery, & Conant, 1989). Typically, the features of what is often called project-based pedagogy include (a) questions that encompass worthwhile and meaningful content anchored in authentic or real-world problems; (b) inve- stigations and artifact creation that allow students to learn apply concepts, represent knowledge, and receive ongoing feedback; (c) collaboration among students, teachers, and others in the community; and (d) use of literacy and technological tools (Cognition and Technology Group, 1992; Krajcik et al., 1998; Mercado, 1993). Project-based pedagogy engages children in textual and experiential inquiry about authentic questions, and so can be considered discourse enabling. That is, project-based pedagogy affords

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“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science

Drawing from sociocultural cognitive theory (Cole, 1996), this study explores the participant structures of an after-school Latino family computer program. The program was designed to strategically create flexible participation roles. The study uses discourse analysis and the concept of third space to show how Latino families used their funds of knowledge to became brokers for each other as they learned about basic computing practices for educational applications. In third space, where the curriculum script and the families counter-script intersect, what counts as knowledge is negotiated and co-constructed. The study is relevant in light of the increase in use of learning technologies within the new paradigm of constructivist pedagogies that emphasize a shift in foci from teaching to learning, from individuals to collectives, and from habitual to reflective practices. The Migrant Education Technology (MET) Program is an annual program established by a Midwestern, urban public school district's bilingual education department. The main goal of the program is to provide access to basic computing and educational applications to migrant students and their families; and thus narrow the digital divide. In order to participate in the program, students have to be in good academic standing, as well as have good citizenship and attendance. The students' families are also required to participate in weekly two-hour sessions where they are introduced to basic computing and educational applications. For example, the families learn how to open, close, print, and save documents in Microsoft Word 97. Forty-four hours worth of audio- and video- tape data collected during the 1998-1999 school year was used for this study. That year, there were a total of 22 morning and evening two-hour weekly work-sessions and a total of twenty-three MET participating families involved. The analysis below, based on a transcript translated from Spanish into English, comes from an evening work-session that took place in the middle of that year in the presence of eight attending families. To explore the participants structures in the MET program, the study uses critical discourse analysis (Luke, 1996) and draws from the concept of a third space where the official or curriculum script and the learner script converge in meaningful authentic ways (Gutierrez, Baquedo-Lopez, Tejeda, & Rivera, 1999). The interaction has been characterized as a new sociocultural terrain in which what counts as knowledge is negotiated and co-created . The discourse analysis foregrounded below (a) focuses on the third space construct in terms of the curriculum content, the people doing the negotiating and co-creating of the content, as well as on the negotiation process, and (b) is representative of the participants' discourse and analysis of the study. Mrs. Vallejo, a member of the morning group, joined the evening group on this occasion as she had missed several of the morning sessions. The facilitator asked Mrs. Vallejo to summarize what the morning group had been

Rosario Carrillo

Papers

Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

“Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science

Intersections of Official Script and Learners' Script in Third Space: A Case Study on Latino Families in an After-School Computer Program