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Beliefs and pedagogical practices of an ESL teacher:

Beliefs and pedagogical practices of an ESL teacher: An attempt to negotiate respect and identity among students with limited formal schooling. Sadaf Rauf University of Minnesota, USA University of the Punjab, Pakistan. Why LFS students?. Least Studied population

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Beliefs and pedagogical practices of an ESL teacher:

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  1. Beliefs and pedagogical practices of an ESL teacher: An attempt to negotiate respect and identity among students with limited formal schooling Sadaf Rauf University of Minnesota, USA University of the Punjab, Pakistan

  2. Why LFS students? Least Studied population Vulnerable to Identity threats due to: • Age • Limited Schooling • Limited content knowledge • Greater Exposure of the world • Economic and social pressures

  3. Previous research • “The socialization of respect is an important site for the study of power and control in the classroom because these practices of respect are a means by which social actors display deference to (lack of deference)the rights , obligations , and expectations linked to particular institutional roles in the classrooms, including right to control the activities of others” (Howard, 2004, p.4) • disrespectful attitude can be interpreted as serious threat to individual’s identity whereas good intention might foster better relationship. Bayley (1997) • Transformative nature of Process of circulation of respect …. social actors create, recreate and transform the practices of respect and negotiate their multiple and complex identities (Howard, 2004).

  4. Social roles and relationships are linked through certain rights, obligations and expectations (Howard, 2004) • Strong desire for the expression of approval, understanding and solidarity (Brown & Levinson,1987) • Face to face interaction is featured with symbolic acts that exhibit an acknowledgement of the sacredness of self and others (Howard, 2004).

  5. Research Participants • A white ESL teacher • Immigrant and/ refugee students age 18-21 years, preparing to graduate from high school • Both male and Female • Have interrupted schooling • Somalia, Ethiopia, Kenya • Been is US from 6 months-4years

  6. Data and Methodology Data Data Analysis Ongoing ethnographic study continued for over 6 months now. Audio recoded: • Class room observations • Interview with teachers • Interview with Students • Field notes • Transcription • Open Coding Highlighted the themes • Closer analysis through Conversational Analysis

  7. FindingsTeacher’s interview

  8. Teacher’s Interview..cont.

  9. Evidence from Classroom

  10. Discussion My participant teacher Mr Bradley of Talmy(2009) “I’m giving a very important lesson” (Talmy, 2009, p.244) and “you are just sitting” (Talmy, 2009, p.243)

  11. Discussion My participant teacher “you are not paying attention. How dare you” (Talmy, 2009, p.245) Mr. Bradley Talmy(2009

  12. Discussion & Conclusion • This is as a result of satisfactory identity negotiation that conversational interaction occurs which is accompanied with the feelings of being understood, valued, supported, and respected. This occurs despite all the existing intercultural differences. (Blackledge& Pavlenko, 2001) • How my participant teacher positions herself • Demonstrated personal involvement • What does she earn as a result? • It is by the virtue of socializing of respect through successful communication of her supporting ideology and positive perception about her students that she created a discourse of mutual trust and respect. • Language ideologies, are context specific, and are subjected to the discourses that circulate within a certain institution or community. (Lo, 2009)

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