Discursive construction of the images of U.S. classrooms

TESOL Quarterly

Volumn 35, Issue 1, 2001, Pages 9-38

  Kubota, Ryuko ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038216176     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3587858     Document Type: Article

References (114)

1. Anderson, W., Best, C., Black, A., Hurst, J., Miller, B., & Miller, S. (1990). Cross-curricular underlife: A collaborative report on ways with academic words. College Composition and Communication, 41, 11-36.
2. Applebee, A. N. (1996). Curriculum as conversation: Transforming traditions of teaching and learning. Chicago: University of Chicago Press.
3. Association of American Colleges. (1985). Integrity in the college curriculum: A report to the academic community. Washington, DC: Author.
4. Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31, 71-94.
5. Atkinson, D. (1999). TESOL and culture. TESOL Quarterly, 33, 625-654.
6. Atkinson, D., & Ramanathan, V. (1995). Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs. TESOL Quarterly, 29, 539-568.
7. Baker, D. P. (1997a). Good news, bad news, and international comparisons: Comment on Bracey. Educational Researcher, 26(3), 16-17.
8. Baker, D. P. (1997b). Surviving TIMSS: Or, everything you blissfully forgot about international comparisons. Phi Delta Kappan, 79, 295-300.
9. Ballard, B., & Clanchy, J. (1991). Assessment by misconception: Cultural influences and intellectual tradition. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 19-36). Norwood, NJ: Ablex.
10. Beebe, L. M., & Takahashi, T. (1989). Sociolinguistic variation in face-threatening speech acts: Chastisement and disagreement. In M. R. Eisenstein (Ed.), The dynamic interlanguage: Empirical studies in second language variation (pp. 199-218). New York: Plenum Press.
11. Belcher, D. (1995). Writing critically across the curriculum. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 135-154). Norwood, NJ: Ablex.
12. Bennett, W.J. (1984). To reclaim a legacy: A report on the humanities in higher education. Washington, DC: National Endowment for the Humanities.
13. Berliner, D. C. (1993). Mythology and the American system of education. Phi Delta Kappan, 74, 632-640.
14. Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud, and the attack on America's public schools. White Plains, NY: Longman.
15. Berliner, D. C., & Biddle, B.J. (1996). Making molehills out of molehills: Reply to Lawrence Stedman's review of The Manufactured Crisis. Education Policy Analysis Archives, 4(3). Retrieved May 5, 2000, from the World Wide Web: http://olam.ed.asii.edu/epaa/v4n3.html.
16. Blaut, J. M. (1993). The colonizer's model of the world: Geographical diffusionism and Eurocentric history. New York: Guilford Press.
17. Boyer, E. L. (1984). High school: A report on secondary education in America. New York: Harper & Row.
18. Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row.
19. Bracey, G. W. (1993). The third Bracey report on the condition of public education. Phi Delta Kappan, 75, 104-117.
20. Bracey, G. W. (1996a). Asian and American schools again. Phi Delta Kappan, 77, 641-642.
21. Bracey, G. W. (1996b). International comparisons and the condition of American education. Educational Researcher, 25(1), 5-11.
22. Bracey, G. W. (1997a). Japanese education system is a failure, say some Japanese. Phi Delta Kappan, 79, 328-330.
23. Bracey, G. W. (1997b). On comparing the incomparable: A response to Baker and Stedman. Educational Researcher, 26(3), 19-26.
24. Bracey, G. W. (1998). TIMSS: The message and the myths. Principal, 77(3), 18-22.
25. Cahill, D. (1999). Contrastive rhetoric, Orientalism, and the Chinese second language writer. Unpublished doctoral dissertation, University of Illinois at Chicago.
26. Cai, J. (1995). Cognitive analysis of U.S. and Chinese students' mathematical performance on tasks involving compulation, simple problem solving, and complex problem solving (Journal for Research in Mathematics Education Monograph No. 7). Reston, VA: National Council of Teachers of Mathematics.
27. Canagarajah, S. (1995). From critical research practice to critical research reporting. TESOL Quarterly, 29, 321-331.
28. Carson, J. G. (1992). Becoming biliterate: First language influences. Journal of Second Language Writing, 1, 37-60.
29. Carson, J. G., & Nelson, G. L. (1994). Writing groups: Cross-cultural issues. Journal of Second Language Writing, 3, 17-30.
30. Carson, J. G., & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19.
31. Chiseri-Strater, E. (1991). Academic literacies: The public and private discourse of university students. Portsmouth, NH: Boynton/Cook.
32. Connor, U. (1996). Contrastive rhetoric: Cross-cultural implications of second-language writing. New York: Cambridge University Press.
33. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms 1890-1990 (2nd ed.). New York: Teachers College Press.
34. Foucault, M. (1978). The history of sexuality: Vol. 1. An introduction. New York: Vintage Books.
35. Fox, H. (1994). Listening to the world. Urbana, IL: National Council of Teachers of English.
36. Fujita, M., & Sano, T. (1988). Children in American and Japanese day-care centers: Ethnography and reflective cross-cultural interviewing. In H. T. Trueba & C. Delgado-Gaitán (Eds.), School and society: Learning content through culture (pp. 73-97). New York: Praeger.
37. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
38. Goodlad, J. I. (1997). In praise of education. New York: Teachers College Press.
39. Harklau, L. (1994). ESL versus mainstream classes: Contrasting L2 learning environments. TESOL Quarterly, 28, 241-272.
40. Harklau, L. (1999a). The ESL learning environment in secondary school. In C. J. Faltis & P. M. Wolfe (Eds.), So much to say: Adolescents, bilingualism, and ESL in the secondary school (pp. 42-60). New York: Teachers College Press.
41. Harklau, L. (1999b). Representing culture in the ESL writing classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 109-130). Cambridge: Cambridge University Press.
42. Harklau, L. (2000). From the "good kids" to the worst": Representations of English language learners across educational settings. TESOL Quarterly, 34, 35-67.
43. Hess, R. D., & Azuma, H. (1991). Cultural support for schooling: Contrasts between Japan and the United States. Educational Researcher, 20(9), 2-8, 12.
44. Hinkel, E. (1999). Introduction: Culture in research and second language pedagogy. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 1-7). Cambridge: Cambridge University Press.
45. Hirsch, E. D. (1987). Cultural literacy: What every American needs to know. Boston: Houghton Mifflin.
46. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.
47. Holliday, A. (1999). Small cultures. Applied Linguistics, 20, 237-264.
48. Jaeger, R. M. (1992). Weak measurement serving presumptive policy. Phi Delta Kappan, 74, 118-128.
49. Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 31-44). Baltimore: Paul H. Brookes.
50. Jones, G., Jones, B. D., Hardin, B., Chapman, L., Yarbrough, T., & Davis, M. (1999). The impact of high-stakes testing on teachers and students in North Carolina. Phi Delta Kappan, 81, 199-203.
51. Jones, J. F. (1999). From silence to talk: Cross-cultural ideas on students' participation in academic group discussion. English for Specific Purposes, 18, 243-259.
52. Kawamura, M. (1994). Umi o watatta nihongo: Shokuminchi no "kokugo" no jikan [Japanese language that went across the ocean: The "national language" period in colonies]. Tokyo: Seidosha.
53. Kincheloe, J. L., & Steinberg, S. R. (1997). Changing multiculturalism. Buckingham, England: Open University Press.
54. Kubota, R. (1992). Contrastive rhetoric of Japanese and English: A critical approach. Unpublished doctoral dissertation, Ontario Institute for Studies in Education/ University of Toronto, Canada.
55. Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and English language teaching. TESOL Quarterly, 33, 9-35.
56. Lay, N. D. S., Carro, G., Tien, S., Niemann, T. C., & Leong, S. (1999). Connections: High school to college. In L. Harklau, K. M. Losey, & M. Siegal (Eds.), Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL (pp. 175-190). Mahwah, NJ: Erlbaum.
57. Lee, S., Graham, T., & Stevenson, H. W. (1996). Teachers and teaching: Elementary schools in Japan and the United States. In T. Rohlen & G. LeTendre (Eds.), Teaching and learning in Japan (pp. 157-189). Cambridge: Cambridge University Press.
58. Leki, I. (1999). "Pretty much I screwed up": Ill-served needs of a permanent resident. In L. Harklau, K. M. Losey, & M. Siegal (Eds.), Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL (pp. 17-43). Mahwah, NJ: Erlbaum.
59. LeTendre, G. K. (1999). The problem of Japan: Qualitative studies and international educational comparisons. Educational Researcher, 28(2), 38-45.
60. Lewis, C. C. (1988). Japanese first-grade classrooms: Implications for U.S. theory and research. Comparative Education Review, 32, 159-172.
61. Lews, C. C. (1992). Creativity in Japanese education. In R. Leestma & H. J. Walberg (Eds.), Japanese educational productivity (pp. 225-266). Ann Arbor: The University of Michigan, Center for Japanese Studies.
62. Lewis, C. C. (1995). Educating hearts and minds: Reflections on Japanese preschool and elementary education. New York: Cambridge University Press.
63. Lewis, C. C. (1996). Fostering social and intellectual development: The roots of Japan's educational success. In T. Rohlen & G. LeTendre (Eds.), Teaching and learning in Japan (pp. 79-97). Cambridge: Cambridge University Press.
64. Lewis, C. C., & Tsuchida, I. (1997). Planned educational change in Japan: the case of elementary science instruction. Educational Policy, 12, 313-331.
65. Lewis, C. C., & Tsuchida, I. (1998). The basics in Japan: The three C's. Educational Leadership, 55(6), 32-37.
66. Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. New York: Routledge.
67. Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 71-94.
68. Mayer, R. E., Tajika, H., & Stanley, C. (1991). Mathematical problem solving in Japan and the United States: A controlled comparison. Journal of Educational Psychology, 83, 69-72.
69. McKay, S. L., & Wong, S.-L. C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66, 577-608.
70. Miner, B. (1999). Testing: Full speed ahead. Rethinking Schools, 14(2). Retrieved May 5, 2000, from the World Wide Web: http://www.rethinkingschools.org /Archives/14_02/test142.htm.
71. Mohanty, C. (1988). Under western eyes: Feminist scholarship and colonial discourses. Feminist Review, 30, 61-88.
72. Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto, Canada: University of Toronto Press.
73. National Commission on Excellence in Education. (1983). A nation at risk. Washington, DC: U.S. Government Printing Office.
74. Nelson, G. L., & Carson, J. G. (1995). Social dimensions of second-language writing instruction: Peer response groups as cultural context. In D. L. Rubin (Ed.), Composing social identity in written language (pp. 89-109). Hillsdale, NJ: Erlbaum.
75. Nelson, G. L., & Carson, J. G. (1998). ESL students' perceptions of effectiveness in peer response groups. Journal of Second Language Writing, 7, 113-131.
76. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
77. Pennycook, A. (1994). The cultural politics of English as an international language. New York: Longman.
78. Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30, 201-230.
79. Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge.
80. Ramanathan, V., & Atkinson, D. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8, 45-75.
81. Ramanathan, V., & Kaplan, R. B. (1996). Audience and voice in current L1 composition texts: Some implications for ESL student writers. Journal of Second Language Writing, 5, 21-34.
82. Reed, A. J. S., Bergemann, V. E., & Olson, M. W. (1998). In the classroom: An introduction to education. Boston: McGraw-Hill.
83. Rohlen, T. P. (1983). Japan's high schools. Berkeley: University of California Press.
84. Rotberg, I. C. (1990). I never promised you first place. Phi Delta Kappan, 72, 296-303.
85. Said, E. (1978). Orientalism. New York: Pantheon Books.
86. Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 13-27). Cambridge: Cambridge University Press.
87. Shimahara, N. K., & Sakai, A. (1995). Learning to teach in two cultures: Japan and the United States. New York: Garland.
88. Simpson, R. D., & Frost, S. H. (1993). Inside college: Undergraduate education for the future. New York: Plenum Press.
89. Sirotnik, K. A. (1983). What you see is what you get - consistency, persistency, and mediocrity in classrooms. Harvard Educational Review, 53, 16-32.
90. Sizer, T. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.
91. Spack, R. (1997a). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14, 3-62.
92. Spack, R. (1997b). The rhetorical construction of multilingual students. TESOL Quarterly, 31, 765-774.
93. Stedman, L. C. (1996a). The achievement crisis is real: A review of The Manufactured Crisis. Education Policy Analysis Archives, 4(1). Retrieved May 5, 2000, from the World Wide Web: http://olam.ed.asu.edu/epaa/v4nl.html.
94. Stedman, L. C. (1996b). Respecting the evidence: The achievement crisis remains real. Education Policy Analysis Archives, 4(7). Retrieved May 5, 2000, from the World Wide Web: http://olam.ed.asu.edu/epaa/v4n7.html.
95. Stedman, L. C. (1997a). Deep achievement problems: The case for reform still stands. Educational Researcher, 26(3), 27-29.
96. Stedman, L. C. (1997b). International achievement differences: An assessment of a new perspective. Educational Researcher, 26(3), 4-15.
97. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York: Summit Books.
98. Stigler, J. W., Fernandez, C., & Yoshida, M. (1996). Cultures of mathematics instruction in Japanese and American elementary classrooms. In T. Rohlen & G. LeTendre (Eds.), Teaching and learning in Japan (pp. 213-247). Cambridge: Cambridge University Press.
99. Study Group on the Conditions of Excellence in American Higher Education. (1984). Involvement in learning: Realizing the potential of American higher education. Washington, DC: U.S. Department of Education.
100. Susser, B. (1998). EFL's othering of Japan: Orientalism in English language teaching. JALT Journal, 20, 49-82.
101. Tai, E. (1999). Kokugo and colonial education in Taiwan. Positions: East Asia Cultures Critique, 7, 503-530.
102. Taylor, D. L., Teddlie, C., Freeman, J., & Pounders, M. (1998). A child's day at school: Variations in more and less effective schools in low- and middle-socioeconomic status contexts. Journal of Education for Students Placed at Risk, 3, 115-132.
103. Thomas, N. (1994). Colonialism's culture: Anthropology, travel and government. Princeton, NJ: Princeton University Press.
104. Tsuchida, I., & Lewis, C. (1996). Responsibility and learning: Some preliminary hypotheses about Japanese elementary classrooms. In T. Rohlen & G. LeTendre (Eds.), Teaching and learning in Japan (pp. 190-212). Cambridge: Cambridge University Press.
105. Valdés, G. (1998). The world outside and inside schools: Language and immigrant children. Educational Researcher, 27(6), 4-18.
106. Van Dijk, T. A. (1993). Elite discourse and racism. Newbury Park, CA: Sage.
107. Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 98-113). New York: Longman.
108. Weedon, C. (1987). Feminist practice & poststructuralist theory. New York: Basil Blackwell.
109. Westbury, I. (1992). Comparing American and Japanese achievement: Is the United States really a low achiever? Educational Researcher, 21(5), 18-24.
110. Willinsky, J. (1998). Learning to divide the world: Education at empire's end. Minneapolis: University of Minnesota Press.
111. Yasuda, T. (1997). Teikoku nihon no gengo hensei [Linguistic organization of Imperial Japan]. Yokohama, Japan: Seori Shobo.
112. Young, M. (1993). The dark underside of Japanese education. Phi Delta Kappan, 75, 130-132.
113. Zamel, V. (1995). Strangers in academia: The experiences of faculty and ESL students across the curriculum. College Composition and Communication, 46, 506-521.
114. Zamel, V. (1997). Toward a model of transculturation. TESOL Quarterly, 31, 341-352.