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Anne Pomerantz

University of Pennsylvania, Graduate School of Education, Professor of Practice

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Address: University of Pennsylvania
Graduate School of Education
3700 Walnut St.
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Papers by Anne Pomerantz

“Tú Necesitas Preguntar en Español”: Negotiating Good Language Learner Identity in a Spanish Classroom

Journal of Language Identity and Education, Aug 19, 2008

... are implicated in the production of language learner identities (eg, Hall, 2002; Harklau, 200... more

Humor in L2 Pragmatics Research

Narrative Approaches to Second Language Acquisition

The Encyclopedia of Applied Linguistics, Nov 5, 2012

Narrative approaches to second language acquisition (SLA) research begin from the premise that hu... more

Humor in the Classroom

Routledge eBooks, Jul 3, 2015

Reconsidering language teaching through a focus on humor

EuroAmerican Journal of Applied Linguistics and Languages, Nov 30, 2014

EN Formal language education is often predicated on a series of modernist fictions that greatly s... more EN Formal language education is often predicated on a series of modernist fictions that greatly simplify the nature of language and the process of communication. Acts of linguistic creativity involving humor and language play are frequently either ignored or considered deviant. In this paper, we contribute to ongoing efforts to re-conceptualize language education in ways that make use of more robust (and less modernist) theories of language and communication. We revisit calls for more pedagogical focus on humor and language play and illustrate how more attention to these types of language might help us to move away from some of the classroom fictions that currently constrain teachers and learners alike. Specifically, we present recent conceptions of language and of communication, and discuss how, in light of these, humor and language play can be used to increase learners' metalinguistic awareness and expand their communicative/interpretive repertoires.

Humor as Safe House in the Foreign Language Classroom

The Modern Language Journal, Dec 1, 2011

Analyses of second language (L2) classroom interaction often categorize joking and other humorous... more Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face-threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house

Researching Humor and Language Play

Teaching With Humor

Humor, Learning, and Additional Language Development

Spanish Applied Linguistics at the Turn of the Millennium

Hispanic Review, 2003

Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina San... more Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section headings certainly reflects the eclectic nature of Spanish Applied Linguistics, the volume lacks a strong sense of organization and cohesion. Indeed, the editors make only vague illusions to the threads which hold this collection together, emphasizing breadth over depth, and Minimalism over other strands of inquiry in Second Language Acquisition.The section on morphosyntax offers six papers which examine the acquisition of Spanish as either a first or an additional language. Studies by Camps, Collentine, and Geeslin each address issues of interlanguage development among learners of Spanish as a foreign language. Camps, for example, investigates how the introduction of the imperfect tense might influence the ability of novice learners to produce the forms of the preterit tense accurately in written texts and to use these forms correctly in meaningful written contexts. Collentine compares the abilities of advanced adult learners of Spanish to process verbal morphology and sentence-level syntax. Finally, Geeslin draws on insights from both sociolinguistic and semantic-pragmatic studies of copula choice to examine the acquisition of two constructions (ser + adjective and estar + adjective) by seventy-two learners of high-school age with different levels of expertise in Spanish.Three additional papers in this section take a Minimalist approach to the acquisition of Spanish. In a study of the verb forms produced by four Spanish-speaking monolingual children (16-31 months old), Duran argues that even incipient L1 users show an awareness of functional linguistic categories like person and tense. Liceras, Diaz, and Mongeon compare and contrast the acquisition of null noun constructions and the determiner paradigm by adult L1 and child L2 learners of Spanish. The third article in this section addresses the acquisition of the argument structure of Spanish psychological verbs by learners from different linguistic backgrounds. Here, Montrul asks whether the interlanguage grammars of learners from different linguistic backgrounds (L1 = Turkish, L1 = English) are constrained by UG with respect to the acquisition of verbs like asustar, which subcategorize for two thematic roles: an experiencer and a theme. …

Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace

Multilingua, Jan 23, 2006

As technological advances, trade initiatives, and the formation of political and corporate allian... more As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity but also a form of economic and social capital (Heller 1999). Within the United States, this shift is being felt at some of the nation's most prestigious universities as an increasingly pragmatic student body clamors for courses in languages-other-than-English in an effort to accumulate the linguistic resources necessary for participation in a multilingual marketplace. This paper examines how language ideologies might function to construct expertise in Spanish as a resource for the professional advancement of middleand upper-middle class foreign language learners, while simultaneously casting it as a detriment to the social mobility of heritage language users (i. e., U. S. Latinos). In so doing, it describes how ideologies of Spanish as a foreign language get produced, circulated, and appropriated in the dayto-day workings of a Spanish language program at a prestigious U. S. university to support and foster this asymmetry. Weaving together both diachronic and synchronic approaches to research on language ideologies, it investigates how foreign language learners draw on certain ideologies to construct themselves as competent and legitimate users of Spanish, despite gaps in their linguistic repertoires and limited membership in Spanishspeaking communities of practice. 1. Introduction: Spanish as a form of economic and social capital As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity, but also a form of economic and social capital (Blommaert 1999; Bourdieu 1991; Heller 1999). Within the United States, this shift is being felt Multilingua 21 (2002), 275Ϫ302 01678507/2002/021Ϫ0275 ą Walter de Gruyter

Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users

Applied Linguistics, Dec 1, 2007

In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2... more In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2006), this paper considers how instances of spontaneous, creative language play can afford access to a range of linguistic practices that are often devalued or ignored in classrooms. To this end, it examines how university students in an advanced Spanish conversation course jointly manipulate linguistic forms, semantic units, and discursive elements for the amusement of themselves and others. The analysis suggests that these humorous moments provide opportunities for new and more varied forms of participation and language use, contributing to the expansion of learners' overall communicative repertoires. That is, it illustrates how co-constructed episodes of unscripted language play can destabilize institutionally-sanctioned assumptions about what counts as a meaningful or legitimate act of language use, momentarily reconfiguring the definition of linguistic expertise and broadening the possibilities for acceptable language use. Following Hall et al.

Re-conceptualizing language teaching through humor and language play

Señora, boys just cannot speak Spanish": Negotiating Masculine Identities in a Foreign Language Classroom

Studies of gender and classroom foreign language learning in Anglophone countries have documented... more Studies of gender and classroom foreign language learning in Anglophone countries have documented the prevalence of ideologies that posit females as superior FL learners and FL learning as a fundamentally "girlish" pursuit in secondary school settings. The present paper extends this work, examining how this ideology gets constructed and negotiated in the course of doing FL learning in a college context. Specifically, it describes how two male learners in an advanced Spanish conversation course positioned themselves and were positioned in ways that both reproduced and challenged the associations between being female and being a good foreign language student that circulated within and through their classroom. Moreover, it considers the implications of these acts of positioning for both these learners' classroom identities and our overall understanding of the role of gender in classroom FL learning.

Interviews and Identity: A Critical Discourse Perspective

This article examines how participants in an interview use different linguistic and social resour... more This article examines how participants in an interview use different linguistic and social resources in order to construct multiple, complex self-representations. It discusses interviews from a critical discourse perspective. In particular, it suggests that interviews are sites of struggle where individuals strive to construct representations of themselves, where they choose among possibilities for stating a particular idea and align themselves with both certain ways of understanding the social world and the people who have historically understood the social world from that perspective. They identify themselves with certain subject positions, the notion of which is thought to capture the idea of social identity. Research questions include the following: what social and linguistic resources are available; how do interviewers delimit the ways in which these resources are used; how do specific instances of resource use function as acts of self-representation. While acknowledging there are some constraints imposed on individual knowledge and other circumstances, this article illustrates how individuals manage to construct multiple, complex, and dynamic representations of themselves within the confines of a highly ritualized form of talk. Fifteen references are included. (Author/KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

Humor in the Classroom: A Guide for Language Teachers and Educational Researchers

With the advent of humanistic approach to education, notions like whole person learning, learner-... more With the advent of humanistic approach to education, notions like whole person learning, learner-centered education (LCE) and edutainment gained more popularity. The outburst of technology-enhanced methods of learning provided more momentum and impetus for more humanistic trends in education prioritizing learner emotions, needs and desires. Thus, the endeavors made by current practitioners and educationalists to create more playful, fun and engaging ways of learning in humor-laden, stress-free and non-threatening learning environments might be regarded as the offspring of both movements referred to above, i.e. humanistic education and technology-enriched learning. The main mission of the book reviewed here, entitled Humor in the Classroom: A guide for Language Teachers and Educational Researchers, is therefore, thought to be twofold. On the one hand, the book tries to inform teachers of the ways in which humor can be integrated in learning environments, and on the other, it strives to pave the way for more inclusive and fun learning by introducing practical techniques and presenting a researchsupported gamut of available options for implementing such learning. The book comes in nine chapters, all dealing with diverse perspectives of learning with fun. In Chapter 1, titled Language, Communication and Education, after giving an account of how language

Beyond the good language learner: Ideology, identity, and investment in classroom foreign language learning

... Anne Ida Pomerantz, &quot;Beyond the good language learner: Ideology, identity, and inves... more

Cultural Fantasy Narratives and Heritage Language Learning: A Case Study of Adult Heritage Learners of Spanish

The Modern Language Journal, Jun 10, 2010

This study investigates the case of 7 female heritage learners of Spanish who have chosen, as adu... more This study investigates the case of 7 female heritage learners of Spanish who have chosen, as adults, to enroll in online Spanish language instruction at the postsecondary level. Drawing on symbolic convergence theory, it identifies a cultural fantasy metanarrative that participants collectively constructed as they made sense of their language learning histories and desires. Analysis of this metanarrative revealed several subthemes on which participants drew to understand their multilingual identities, their borderland communities, and their language learning perceptions, actions, and responses. It is argued that the heritage learners in this study appropriated and reproduced a metanarrative in which the acquisition of "proper Spanish" (as opposed to a more local variety) was consonant with the attainment of an idealized identity for which they all strived. This metanarrative shaped both the way in which they approached and experienced the learning of Spanish in these online settings. As such, recommendations are provided for designing more responsive and responsible heritage language pedagogies, particularly in computer-mediated environments.

Language and Social Identity;Identity in Narrative: A Study of Immigrant Discourse;Negotiation of Identities in Multilingual Contexts

Journal of Linguistic Anthropology, Jun 1, 2007

Language and Social Identity. Richard K. Blot, ed. Westport, CT: Praeger Publishers, 2003. 295 pp... more Language and Social Identity. Richard K. Blot, ed. Westport, CT: Praeger Publishers, 2003. 295 pp.Identity in Narrative:. Study of Immigrant Discourse. Anna De Fina. Amsterdam: John Benjamins, 2003. 251 pp.Negotiation of Identities in Multilingual Contexts. Aneta Pavlenko and Adrian Blackledge, eds.Clevedon, UK: Multilingual Matters, 2004. 349 pp.

Who Is Telling Stories and Whose Stories Are Being Told

The research process in studying narrative analysis, or story-telling, is examined, focusing on: ... more The research process in studying narrative analysis, or story-telling, is examined, focusing on: (1) how researchers use narrative to position themselves with respect to participants in a study, (2) how researchers use conversational stories to construct and negotiate meaning, and (3) what the absence of certain stories reveals about the researchers' expectations and the frames operating within the community under study. The inquiry emerged from research on story-telling in an elementary school, in which the researchers observed that they were also telling stories rich in narrative form. One of the researchers subsequently interviewed another and analyzed the interaction, looking for linguistic evidence of assumptions and expectations, and also for the role of conyersational stories in the re-telling of an experience. Some elements felt to be important in this analysis are highlighted, including use of stories to negotiate meaning, sort data, and evaluate an experience. Contains 11 references. (MSE)

“Tú Necesitas Preguntar en Español”: Negotiating Good Language Learner Identity in a Spanish Classroom

Journal of Language Identity and Education, Aug 19, 2008

... are implicated in the production of language learner identities (eg, Hall, 2002; Harklau, 200... more

Humor in L2 Pragmatics Research

Narrative Approaches to Second Language Acquisition

The Encyclopedia of Applied Linguistics, Nov 5, 2012

Narrative approaches to second language acquisition (SLA) research begin from the premise that hu... more

Humor in the Classroom

Routledge eBooks, Jul 3, 2015

Reconsidering language teaching through a focus on humor

EuroAmerican Journal of Applied Linguistics and Languages, Nov 30, 2014

EN Formal language education is often predicated on a series of modernist fictions that greatly s... more EN Formal language education is often predicated on a series of modernist fictions that greatly simplify the nature of language and the process of communication. Acts of linguistic creativity involving humor and language play are frequently either ignored or considered deviant. In this paper, we contribute to ongoing efforts to re-conceptualize language education in ways that make use of more robust (and less modernist) theories of language and communication. We revisit calls for more pedagogical focus on humor and language play and illustrate how more attention to these types of language might help us to move away from some of the classroom fictions that currently constrain teachers and learners alike. Specifically, we present recent conceptions of language and of communication, and discuss how, in light of these, humor and language play can be used to increase learners' metalinguistic awareness and expand their communicative/interpretive repertoires.

Humor as Safe House in the Foreign Language Classroom

The Modern Language Journal, Dec 1, 2011

Analyses of second language (L2) classroom interaction often categorize joking and other humorous... more Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader and perhaps more desirable range of classroom identities, but also occasions more complex and creative acts of language use than those normally found in L2 instructional settings. Likewise, critical sociolinguists have observed that the use of humor may constitute opposition and/or resistance to monotonous, culturally insensitive, or even face-threatening classroom practices. This article presents a case for a particular communicative mode-humor-to be seen as a pedagogical safe house

Researching Humor and Language Play

Teaching With Humor

Humor, Learning, and Additional Language Development

Spanish Applied Linguistics at the Turn of the Millennium

Hispanic Review, 2003

Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina San... more Spanish Applied Linguistics at the Turn of the Millennium. By Ed. Ronald P. Leow and Cristina Sanz. Somerville: Cascadilla, 2000. 234 pages.Spanish Applied Linguistics at the Turn of the Millennium is a collection of papers culled from the 1999 Conference on L1 and L2 Acquisition of Spanish and Portuguese. The volume is divided into five sections: morpho-syntax, reading, bilingualism, phonology, and writing. While the choice of these section headings certainly reflects the eclectic nature of Spanish Applied Linguistics, the volume lacks a strong sense of organization and cohesion. Indeed, the editors make only vague illusions to the threads which hold this collection together, emphasizing breadth over depth, and Minimalism over other strands of inquiry in Second Language Acquisition.The section on morphosyntax offers six papers which examine the acquisition of Spanish as either a first or an additional language. Studies by Camps, Collentine, and Geeslin each address issues of interlanguage development among learners of Spanish as a foreign language. Camps, for example, investigates how the introduction of the imperfect tense might influence the ability of novice learners to produce the forms of the preterit tense accurately in written texts and to use these forms correctly in meaningful written contexts. Collentine compares the abilities of advanced adult learners of Spanish to process verbal morphology and sentence-level syntax. Finally, Geeslin draws on insights from both sociolinguistic and semantic-pragmatic studies of copula choice to examine the acquisition of two constructions (ser + adjective and estar + adjective) by seventy-two learners of high-school age with different levels of expertise in Spanish.Three additional papers in this section take a Minimalist approach to the acquisition of Spanish. In a study of the verb forms produced by four Spanish-speaking monolingual children (16-31 months old), Duran argues that even incipient L1 users show an awareness of functional linguistic categories like person and tense. Liceras, Diaz, and Mongeon compare and contrast the acquisition of null noun constructions and the determiner paradigm by adult L1 and child L2 learners of Spanish. The third article in this section addresses the acquisition of the argument structure of Spanish psychological verbs by learners from different linguistic backgrounds. Here, Montrul asks whether the interlanguage grammars of learners from different linguistic backgrounds (L1 = Turkish, L1 = English) are constrained by UG with respect to the acquisition of verbs like asustar, which subcategorize for two thematic roles: an experiencer and a theme. …

Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace

Multilingua, Jan 23, 2006

As technological advances, trade initiatives, and the formation of political and corporate allian... more As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity but also a form of economic and social capital (Heller 1999). Within the United States, this shift is being felt at some of the nation's most prestigious universities as an increasingly pragmatic student body clamors for courses in languages-other-than-English in an effort to accumulate the linguistic resources necessary for participation in a multilingual marketplace. This paper examines how language ideologies might function to construct expertise in Spanish as a resource for the professional advancement of middleand upper-middle class foreign language learners, while simultaneously casting it as a detriment to the social mobility of heritage language users (i. e., U. S. Latinos). In so doing, it describes how ideologies of Spanish as a foreign language get produced, circulated, and appropriated in the dayto-day workings of a Spanish language program at a prestigious U. S. university to support and foster this asymmetry. Weaving together both diachronic and synchronic approaches to research on language ideologies, it investigates how foreign language learners draw on certain ideologies to construct themselves as competent and legitimate users of Spanish, despite gaps in their linguistic repertoires and limited membership in Spanishspeaking communities of practice. 1. Introduction: Spanish as a form of economic and social capital As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity, but also a form of economic and social capital (Blommaert 1999; Bourdieu 1991; Heller 1999). Within the United States, this shift is being felt Multilingua 21 (2002), 275Ϫ302 01678507/2002/021Ϫ0275 ą Walter de Gruyter

Learning to Play, Playing to Learn: FL Learners as Multicompetent Language Users

Applied Linguistics, Dec 1, 2007

In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2... more In line with recent critiques of communicative language teaching (Byrnes and Maxim 2004; Byrnes 2006), this paper considers how instances of spontaneous, creative language play can afford access to a range of linguistic practices that are often devalued or ignored in classrooms. To this end, it examines how university students in an advanced Spanish conversation course jointly manipulate linguistic forms, semantic units, and discursive elements for the amusement of themselves and others. The analysis suggests that these humorous moments provide opportunities for new and more varied forms of participation and language use, contributing to the expansion of learners' overall communicative repertoires. That is, it illustrates how co-constructed episodes of unscripted language play can destabilize institutionally-sanctioned assumptions about what counts as a meaningful or legitimate act of language use, momentarily reconfiguring the definition of linguistic expertise and broadening the possibilities for acceptable language use. Following Hall et al.

Re-conceptualizing language teaching through humor and language play

Señora, boys just cannot speak Spanish": Negotiating Masculine Identities in a Foreign Language Classroom

Studies of gender and classroom foreign language learning in Anglophone countries have documented... more Studies of gender and classroom foreign language learning in Anglophone countries have documented the prevalence of ideologies that posit females as superior FL learners and FL learning as a fundamentally "girlish" pursuit in secondary school settings. The present paper extends this work, examining how this ideology gets constructed and negotiated in the course of doing FL learning in a college context. Specifically, it describes how two male learners in an advanced Spanish conversation course positioned themselves and were positioned in ways that both reproduced and challenged the associations between being female and being a good foreign language student that circulated within and through their classroom. Moreover, it considers the implications of these acts of positioning for both these learners' classroom identities and our overall understanding of the role of gender in classroom FL learning.

Interviews and Identity: A Critical Discourse Perspective

This article examines how participants in an interview use different linguistic and social resour... more This article examines how participants in an interview use different linguistic and social resources in order to construct multiple, complex self-representations. It discusses interviews from a critical discourse perspective. In particular, it suggests that interviews are sites of struggle where individuals strive to construct representations of themselves, where they choose among possibilities for stating a particular idea and align themselves with both certain ways of understanding the social world and the people who have historically understood the social world from that perspective. They identify themselves with certain subject positions, the notion of which is thought to capture the idea of social identity. Research questions include the following: what social and linguistic resources are available; how do interviewers delimit the ways in which these resources are used; how do specific instances of resource use function as acts of self-representation. While acknowledging there are some constraints imposed on individual knowledge and other circumstances, this article illustrates how individuals manage to construct multiple, complex, and dynamic representations of themselves within the confines of a highly ritualized form of talk. Fifteen references are included. (Author/KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

Humor in the Classroom: A Guide for Language Teachers and Educational Researchers

With the advent of humanistic approach to education, notions like whole person learning, learner-... more With the advent of humanistic approach to education, notions like whole person learning, learner-centered education (LCE) and edutainment gained more popularity. The outburst of technology-enhanced methods of learning provided more momentum and impetus for more humanistic trends in education prioritizing learner emotions, needs and desires. Thus, the endeavors made by current practitioners and educationalists to create more playful, fun and engaging ways of learning in humor-laden, stress-free and non-threatening learning environments might be regarded as the offspring of both movements referred to above, i.e. humanistic education and technology-enriched learning. The main mission of the book reviewed here, entitled Humor in the Classroom: A guide for Language Teachers and Educational Researchers, is therefore, thought to be twofold. On the one hand, the book tries to inform teachers of the ways in which humor can be integrated in learning environments, and on the other, it strives to pave the way for more inclusive and fun learning by introducing practical techniques and presenting a researchsupported gamut of available options for implementing such learning. The book comes in nine chapters, all dealing with diverse perspectives of learning with fun. In Chapter 1, titled Language, Communication and Education, after giving an account of how language

Beyond the good language learner: Ideology, identity, and investment in classroom foreign language learning

... Anne Ida Pomerantz, &quot;Beyond the good language learner: Ideology, identity, and inves... more

Cultural Fantasy Narratives and Heritage Language Learning: A Case Study of Adult Heritage Learners of Spanish

The Modern Language Journal, Jun 10, 2010

This study investigates the case of 7 female heritage learners of Spanish who have chosen, as adu... more This study investigates the case of 7 female heritage learners of Spanish who have chosen, as adults, to enroll in online Spanish language instruction at the postsecondary level. Drawing on symbolic convergence theory, it identifies a cultural fantasy metanarrative that participants collectively constructed as they made sense of their language learning histories and desires. Analysis of this metanarrative revealed several subthemes on which participants drew to understand their multilingual identities, their borderland communities, and their language learning perceptions, actions, and responses. It is argued that the heritage learners in this study appropriated and reproduced a metanarrative in which the acquisition of "proper Spanish" (as opposed to a more local variety) was consonant with the attainment of an idealized identity for which they all strived. This metanarrative shaped both the way in which they approached and experienced the learning of Spanish in these online settings. As such, recommendations are provided for designing more responsive and responsible heritage language pedagogies, particularly in computer-mediated environments.

Language and Social Identity;Identity in Narrative: A Study of Immigrant Discourse;Negotiation of Identities in Multilingual Contexts

Journal of Linguistic Anthropology, Jun 1, 2007

Language and Social Identity. Richard K. Blot, ed. Westport, CT: Praeger Publishers, 2003. 295 pp... more Language and Social Identity. Richard K. Blot, ed. Westport, CT: Praeger Publishers, 2003. 295 pp.Identity in Narrative:. Study of Immigrant Discourse. Anna De Fina. Amsterdam: John Benjamins, 2003. 251 pp.Negotiation of Identities in Multilingual Contexts. Aneta Pavlenko and Adrian Blackledge, eds.Clevedon, UK: Multilingual Matters, 2004. 349 pp.

Who Is Telling Stories and Whose Stories Are Being Told

The research process in studying narrative analysis, or story-telling, is examined, focusing on: ... more The research process in studying narrative analysis, or story-telling, is examined, focusing on: (1) how researchers use narrative to position themselves with respect to participants in a study, (2) how researchers use conversational stories to construct and negotiate meaning, and (3) what the absence of certain stories reveals about the researchers' expectations and the frames operating within the community under study. The inquiry emerged from research on story-telling in an elementary school, in which the researchers observed that they were also telling stories rich in narrative form. One of the researchers subsequently interviewed another and analyzed the interaction, looking for linguistic evidence of assumptions and expectations, and also for the role of conyersational stories in the re-telling of an experience. Some elements felt to be important in this analysis are highlighted, including use of stories to negotiate meaning, sort data, and evaluate an experience. Contains 11 references. (MSE)

E-JournALL, 1(1) , November 2014

by Katie Bernstein, Elisa Gironzetti, Laura Di Ferrante, and Anne Pomerantz

The Common Core State Standards and English learners: Finding the silver lining

by Nelson Flores, Betsy Rymes, and Anne Pomerantz

In this article we lay out the tenets of a communicative repertoire (CR) approach to meeting the ... more In this article we lay out the tenets of a communicative repertoire (CR) approach to meeting the needs of English learners (ELs) in the context of the Common Core State Standards (CCSS). We begin by critiquing the underlying theory of language that has long guided approaches to EL
instruction.We then illustrate how the CR approach builds on more contemporary understandings of language and language development, noting its compatibility with the CCSS, and providing an example of what this approach looks like in a twelfth-grade English literature class for ELs. Building from this example, we illustrate the general framework for developing lessons from a CR perspective that align with the CCSS and can be used across a variety of instructional settings. Finally, we discuss what policies and opportunities for teacher professional development might be conducive to supporting this instructional approach and to ensuring that the CCSS is implemented in ways that maximize EL academic achievement and engagement.