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The Discursive Construction of Power in Teacher Partnerships: Language and Subject Specialists in Mainstream Schools
Author(s) -
CREESE ANGELA
Publication year - 2002
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3588242
Subject(s) - mainstream , subject (documents) , sociology , pedagogy , power (physics) , linguistics , political science , computer science , library science , philosophy , physics , quantum mechanics , law
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.