Proposal

Forum Proposal - Rough Draft CEP 915 Batool, Maryl, & Amanda 10/16/2010

Working Title: The effects of learner identity on literacy acquisition and practices

2) Brief (draft) overview (1-2 pages total). a. Topic

b. Sociocultural perspective allows us to link communication, activity and practice of individuals or groups. Not after causal explanation, we are trying to look at the relationships and to understand them and how they interact. c. Briefly preview the individual presentations on the issue

d. Brief abstract of each(a paragraph for each – this can be rough for now) presentation e. Key citations (in parenthesis should be in parenthesis, can be course readings or non course readings, no reference list needed initially – but will be needed eventually)


 * PROPOSAL AS TURNED IN - DRAFT**

Batool Atta, Maryl Randel, & Amanda Smith CEP 915: Forum Proposal (DRAFT) 10/16/2010

__Working Title: The effects of learner identity on literacy acquisition and practices__

This forum will examine literacy learning and acquisition utilizing a sociocultural perspective, looking at the relationship between literacy and identity in order to better understand them and how they interact. Framing our work in a sociocultural perspective allows us to link communication, activity and practice of individuals or groups. Geertz (1973) ascertains that individuals search for identity and personal significance in the world, and that this sense of self is complex and involves numerous factors. Learner identity will be considered in this broader perspective of nationalities, culture, ethnicities, gender, religion, sexual orientation, ability and the self perceptions of the individual learner. Lave and Wenger (1991) suggest that learners learn in context and view the learner as an active participant in the learning process, through legitimate peripheral participation and we will apply this theory to literacy learning. Literacy itself is complex, situation specific, and practices vary from group to group (Cole, 1996). We plan to utilize multiple literacy contexts and settings and identify the s  ocio-cultural implications for each including: second language learning, learning for students who struggle with reading acquisition, and the enacted literacy practices of urban students of color. ( Key Citations: Cole, Lave & Wenger, Geertz, Mead) __ Individual Papers: __ //Multiple literacy practices and language politics in Pakistan// Abstract: This paper explores learners’ identity issues with reference to the language teaching in Pakistan. Pakistan’s education policy with a colonial heritage offers multiple aspects of debate. This paper is an attempt to see socio-cultural perspectives of literacy practices and language acquisition in different setups of class, society and culture in Pakistan. The focus of paper is the teaching of multiple languages as medium of instruction. // Deconstructing the life and experience of a struggling reader // Abstract: Developing strong reading skills are crucial for success in modern day society. However, for a small group of adolescents obtaining strong reading skills can be extremely difficult. This presentation will investigate the identity construction of students with reading disabilities and its relationship to literacy practices, habits, and learning in and outside of schools. It will attempt to synthesize the body of qualitative literature about the lived experiences of adolescents with reading disabilities with the goal of providing insight about how these individuals see themselves and manage their disabilities. This synthesis will provide insight that can help to improve their school experience, more effectively support, and instruct these students in schools. (Key citations: Barga, 1996; Kos, 1991; McCray, Vaughn, & Neal, 2001). //Forging positive literacy identities among urban students// Abstract: Urban students of color often perceive themselves to be isolated by exclusive narratives about what it means to be literate. Their enacted literacy in social situations is often deemed as incorrect and therefore unwelcome in the context of schooling. Through an examination of current literature, this paper attempts to examine ways in which educators can utilize an inclusive, culturally relevant curriculum to build connections to and affirmations of existent literacy practices and capacities. (Key citations: Bartlett, 2007; Dolby, 2003; Duncan-Andrade & Morrell, 2005; Duncan-Andrade, 2007; Hill, 2010; Ladson-Billings, 1994)