Fast Capitalism, School Reform, and Second Language Literacy Practices

Canadian Modern Language Review

Volumn 59, Issue 1, 2002, Pages 15-52

  Gebhard, Meg ^a  

^a UNIVERSITY OF MASSACHUSETTS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0242298136     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (72)

1. Bogdan, R., & Biklen, S. (1992). Qualitative research for education; An introduction for theory and methods. Boston: Allyn & Bacon.
2. Bourdieu, P. (Ed.). (1991). Language and symbolic power. Cambridge: Harvard University Press.
3. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
4. Brown, A. (1994). The advancement of learning. Educational Researcher, 23, 4-12.
5. Bruner, J. (1983). Child's talk: Learning to use language. New York: W.W. Norton.
6. Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann.
7. Chouliaraki, L., & Fairclough, N. (1999). Discourse in late modernity. Edinburgh, UK: Edinburgh University Press.
8. Cohen, R., & Mohl, R. (1979). The paradox of progressive education. New York: Kennikat Press.
9. Cummins, J. (1984). Bilingual special education: Issues in assessment and pedagogy. San Diego, CA: College Hill Press.
10. Cummins, J., & Sayers, D. (1995). Brave new schools. New York: St. Martin's Press.
11. Darling Hammond, L. (1993). Reframing the school reform agenda: Developing capacity for school transformation. Phi Delta Kappan, 74(10), 753-761.
12. Darling Hammond, L. (1994). Developing professional development schools: Early lessons, challenge, and promise. In L. Darling Hammond (Ed.), Professional development schools: Schools for a developing profession. New York: Teachers College Press.
13. Darling Hammond, L. (1995). Inequities and access to knowledge. In J. Banks & C. McGee (Eds.), Handbook of research on multicultural education. New York: Macmillan.
14. Dorph, R. (1999). Between intention and reality: How educators' notions about students shape students' experiences and opportunities. Unpublished doctoral dissertation, University of California, Berkeley, California.
15. Drucker, P. (1993). Post capitalist society. New York: Harper.
16. Fairclough, N. (1989). Language and Power. London: Longman.
17. Fairclough, N. (1992). Discourse and social change. Cambridge, MA: Polity Press.
18. Fass, P. (1989). Outside In: Minorities and the transformation of American education. New York: Oxford University Press.
19. Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285-300.
20. Gebhard, M. (2000). SLA and school restructuring: Reconceiving classroom SLA as an Institutional phenomenon. Unpublished dissertation. Berkeley, CA: U.C. Berkeley.
21. Gebhard, M. (1999) Debates in SLA studies: Redefining classroom SLA as an institutional phenomenon. TESOL Quarterly, 33(3) 544-556.
22. Gebhard, M. (1998). A case for professional development schools. TESOL Quarterly, 32(3), 501-510.
23. Gee, J. (1996). Social linguistics and literacy: Ideology in discourses. London: Taylor & Francis.
24. Gee, J., Hull, G., & Lankshear, C. (1996). The new work order: Behind the language of new capitalism. Boulder, CO: Westview Press.
25. Geertz, C. (1973). Thick description: Toward an interpretive theory of culture. In The interpretation of culture. New York: Basic Books.
26. Gutiérrez, K., Asato, J, & Baquedano-Lopez, P. (2001), 'English for the children': The new literacy of the old work order. Bilingual Research Journal, 24(1) 87-112.
27. Hargreaves, A. (1994). Changing teachers, changing times. New York: Teachers College Press.
28. Harklau, L. (1994). Tracking and linguistic minority students: Consequences of ability grouping for second language learners. Linguistics in Education, 6(3) 217-244.
29. Harklua, L. (2000). From 'good kids' to the 'worst': Representations of English language learners across educational settings. TESOL Quarterly, 34.
30. Hull, G., Jury, M., Katz, M., Ziv, O. (1996). Changing work, changing literacy? A study of skill requirements and development in a tradition and restructured workplace. Final Report. The National Center for the Study of Writing and Literacy, Berkeley, California.
31. Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Curriculum and Instruction.
32. Johnson, K. (1995). Understanding communication in the classroom. New York: Cambridge University Press.
33. Katz, M. (2001). Engineering a hotel Family: Language ideology, discourse, and workplace culture. Linguistics & Education, 22(3).
34. Kelly Hall, J. (2000). Classroom interactions and additional language learning: Implications for teaching and research. In J. Kelly Hall and L. S. Verplaetse (Eds), Second and foreign language learning through classroom interactions. Mahwah, Jew Jersey: Lawrence Erlbaum Publishers.
35. Kern, R. (2000) Literacy and language teaching. Oxford: Oxford University Press.
36. Kloss, H. (1971). Language rights of immigrant groups. International Migration Review, 5, 250-268.
37. Kozol, J. (1991). Savage inequalities. New York: Crown Publishers.
38. Kress, G., & van Leeuwen, T. (1996). Reading images: the grammar of visual design. London: Routledge.
39. Kruse, S., Louis, K., & Bryk, A. (1995). An emerging framework for analyzing school-based professional community. In K. Louis & S. Kruse (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23-42). Thousand Oaks, CA: Corwin Press.
40. Lantolf, J. (2000). Sociocultural theory and language learning. Oxford: Oxford University Press.
41. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge: Cambridge University Press.
42. Little, J. W. (1984). Seductive images and organizational realities in professional development. Teachers College Record, 86(1), 84-102.
43. Little, J. W. (1989). District policy choices and teachers' professional development opportunities. Educational Evaluation and Policy Analysis, 11(2), 165-179.
44. Little, J. W., & Dorph, R. (1998). Lessons about comprehensive school reform. Berkeley, CA: SB 1274 School Restructuring Study at the University of California, Berkeley.
45. Long, M. (1997). Construct validity in SLA research: A response to Firth and Wagner. The Modern Language Journal, 81(3), 318-323.
46. Malarkey, T. (1999). Fast Capitalism, workplace empowerment and the learning organization: Implications for and of the new school order (Unpublished manuscript). Berkeley, CA: University of California.
47. McDermott, R. (1996). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context. New York: Cambridge University Press.
48. McCormick, D. & Donato, R. (2000). Teacher questions as scaffolded assistance in an ESL classroom. In J. Kelly Hall and L. S. Verplaetse (Eds), Second and foreign language learning through classroom interactions. Mahwah, NJ: Lawrence Erlbaum Publishers.
49. Mehan, H. (1979). Learning Lessons. Cambridge: Harvard University Press.
50. Murphy, J. (1991). Restructuring schools: capturing and assessing the phenomena. New York: Teachers College Press.
51. Newmann, F., & Wehlage, G. (1995). Successful school restructuring. Madison, WI: Board of Regents of the University of Wisconsin System.
52. Norton, B. (2000). Identity and language learning. Essex, UK: Pearson Education Limited.
53. Olneck, M. (1995). Immigrants and education. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 310-327). New York: Macmillian.
54. Olsen, L. (1997). Made in America. New York: New Press.
55. Olsen, L. (1994). The unfinished journey: Restructuring schools in a diverse society. San Francisco, CA: California Tomorrow.
56. Philips, S. (1972). Participant structures and communicative competence: Warm Springs children in community and classrooms. In C. Cazden (Ed.), Functions of language in the classroom. New York: Teachers College Press.
57. Raftery, J. (1992). Land of fair promise: Politics and reform in Los Angeles schools. Stanford, CA: Stanford University Press.
58. Reich, R. (1992). The work of nations. New York: Vintage Books.
59. Rich, D. (1998). Magaskills. Boston: Houghton Mifflin.
60. San Miguel, G. (1987). 'Let all of them take heed': Mexican Americans and the campaign for educational equity in Texas. Austin, TX: University of Texas Press.
61. Senge, P. (1991). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
62. Toohey, K. (1998). 'Breaking them up, taking them away': Students in grade 1. TESOL Quarterly, 32(1), 61-83.
63. Toohey, K. (2001). Disputes in Child L2 learning. TESOL Quarterly, 35 (2) 257-278.
64. Tharp, R. (1997). From at-risk to excellence: Research, theory, and principles for practice. Research Report 1. The Center for Research on Education, Diversity, & Excellence, Santa Cruz, California.
65. Tyack, D. (1974). The one best system. Cambridge: Harvard University Press.
66. Valdes, G. (1996). Con respecto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press.
67. Vollmer, G. (1997). Teachers' conceptions of the 'typical ESL student.' Paper presented at The American Association of Applied Linguistics Conference, Orlando, Florida.
68. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in Society. Cambridge: Harvard University Press.
69. Web Magnet School Parent/Student Handbook. (1995-1996). Barnette, CA: Web Magnet Science and Technology Elementary School.
70. Wertsch, J. (1998). Mind as action. Oxford: Oxford University Press.
71. Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly, 29(3), 473-503.
72. Wodak, R. (1996). Disorders of discourse. London: Longman.