Revising the Dominant School Language Narrative: Foregrounding Agency Over Accommodation

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Dominant School Narratives, Storied Truths, and Capturing the Spark (Table 12)

Abstract

This study examines teaching about grammar and language use in secondary schools through a narrative lens. The author argues that teachers’ resistance to changing how grammar and language is taught stems from a dominant school language narrative that influences their goals and motivations. Narrative analysis of interviews with English teachers from a range of backgrounds and contexts illustrates the pervasive nature of the dominant school language narrative. Findings highlight the inadequacy of logical/rational approaches to drive change and suggest addressing the stories teachers rely on to motivate their instructional decisions. The author proposes a deliberate revision of the dominant school language narrative, foregrounding metacognition to bolster student agency.

Author

• Mike Metz, University of Missouri
  Presenting Author