Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/27920
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools
Author(s): Creese, Angela
Contact Email: angela.creese@stir.ac.uk
Keywords: Collaboration
language
curricula
second language learning
learning
English as a second language
multicultural education
secondary school teachers
ethnography
Issue Date: 31-Dec-2002
Citation: Creese A (2002) The discursive construction of power in teacher partnerships: Language and subject specialists in mainstream schools. TESOL Quarterly, 36 (4), pp. 597-616. https://doi.org/10.2307/3588242.
Abstract: This article shows how language and subject teachers in London secondary schools are positioned differently through their discursive performance of pedagogies and knowledge and how members of classroom communities view language and subject teachers as unequal. The data analysis drew on ethnography of communication (Hymes, 1972) and semiotic functional approaches (Jakobson, 1971, 1981) to explain the observations, interviews, class transcripts, and government/school policy documents collected during the 1-year research period. Findings raise questions about the success of a policy that seeks to make teaching relationships between language specialists and subject specialists the main support for meeting the needs of bilingual children in London secondary schools.
DOI Link: 10.2307/3588242
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