“Face Saving Is Huge”: Using Discourse-Analytic Concepts to Frame Equitable Classroom Interactions

• In Event: Roundtable Session 104
  In Roundtable Session: Exploring Issues of Literacy, Equity, Access, and Change in Classroom Settings

Abstract

This paper describes how pre-service teachers’ engagement with discourse analytic concepts enabled them to move beyond, or resist, deficit ideologies in their interactions and ways of talking with and about students. Embedded in a larger study focused on pre-service teachers’ language related struggles as they move from coursework to student teaching, the paper describes how participants engaged with discourse analytic concepts to position students in positive ways during classroom interactions and resist deficit-fueled, adversarial approaches to student/teacher communication.

Author

• Melinda J. McBee Orzulak, Bradley University