Education: stances in move 1

Stances in 'Introduction': Education - Introduction 1 - Stances in move 1

(1) Select an 'Introduction' (2) Select a move in that 'Introduction' (What is this?)

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 1
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 1.

Title: How future goals enhance motivation and learning in multicultural classrooms. (Effects of Time Perspective on Student Motivation).
Author(s): Karen Phalet, Iris Andriessen and Willy Lens.
Journal: Educational Psychology Review 16 (1). 2004. p.59.

Clause

Making Move?
(Y/N)

Stances

Move 1, "Establish a Territory," Introduction 1 (*green = Stance Keywords)

1
(Y) Topic Generalization
Tentative
As a consequence of new non-European immigration from the 1960s until today, schools and classrooms in Western Europe, as in the United States, have become increasingly multicultural.

2 (N) support C1
Tentative: to indicate a circumstance
From the late 1980s onward, when the second generation started their school careers,

2.1 (N) support C1 High Argumentative: to proclaim many European schools were for the first time confronted with an increasingly ethnically (i.e., racially, culturally, and linguistically) diverse student population.

3 (N) support C1 Non-Argumentative: To describe an action In the European context, we use the term migrant or minority youth to refer to the children of first-generation ethnic minorities, who may or may not have the nationality of the host country.

4 (N) support C1
Non-Argumentative: to present fact
Predominant postcolonial and guest worker types of immigration in Europe occupy an intermediate position in between upwardly mobile voluntary immigrants and permanently excluded involuntary immigrants in the U.S. context of race relations (Ogbu, 1992).

5 (Y) Point out a specific problem Tentative More often than not, the minority status of ethnic minority families in European host countries is associated with social disadvantage.

6 (N) support C5 High Argumentative: to proclaim This is especially true for children of so-called labor immigrants including, among others, Turkish and Moroccan youth in Europe (Vermeulen and Perlmann, 2000).

7 (N) support C1 Med Argumentative: to show higher possibility of Most often, their parents have a rural background with little or no formal education;

7.1 (N) support C1 High Argumentative: to proclaim they are vastly overrepresented in low-end jobs;

7.2 (N) support C1 Tentative: to show some possibility of and they are more often unemployed and living in relatively poor urban neighborhoods.

8 Compound the specific problem High Argumentative As visible minorities, they are also facing widespread ethnic discrimination and prejudice by their European hosts (Bovenkerk et al., 1991).