Education: stances in move 2

Stances in 'Introduction': Education - Introduction 1 - Stances in move 2

(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 2
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 2.

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 2, "Establish a Niche," Introduction 1 (*green = Stance Keywords)

(N) anticipate C11

HighArgumentative: to proclaim

Clearly, immigration has become a salient and a permanent feature of the school environment in European and North American cities.

(N) anticipate C11

Non-Argumentative: to present fact

The ensuing changes in the social and ethnic composition of student populations have far-reaching implications for educational psychology.

Propose a niche for the study

Non-Argumentative

Learning and teaching in multicultural classrooms pose a major challenge to both students and teachers.

(N) support C11

Non-Argumentative: to present fact

Teachers are facing the difficult task of providing an optimal learning environment to students from varying social, cultural, and linguistic backgrounds.

(N) support C11

MedArgumentative:to show higher possibility of

From their side, minority students may have different experiences in the same classroom than their native classmates.

(N) support C11

Med Argumentative:to show higher possibility of

For instance, they may have difficulty in understanding teacher instructions and in structuring school tasks,

14.1

(N) support C11

Non-Argumentative: to present fact

and hence use less effective learning strategies (Tharp, 1989).

(N) support C11

Non-Argumentative: to present fact

Not only task aspects but also relational and cultural aspects of the classroom environment come into play.

(N) support C11

Med Argumentative:to show higher possibility of

For example, negative teacher stereotypes of minority students as lazy or dumb may become self-fulfilling prophecies (Steele and Aronson, 1995).

(N) support C11

Med Argumentative:to show higher possibility of

Furthermore, repeated experiences of school failure may threaten the self-esteem of disadvantaged minority youth, leading to disengagement with learning (Okagaki et al., 1996).

(N) support C11

Med Argumentative:to show higher possibility of

Some minority students may lack social or cultural skills to participate actively in classroom interactions (Connell et al., 1994).

(N) support C11

Med Argumentative:to show higher possibility of

Others may actively resist schoolwork as a reaction against perceived ethnic discrimination by teachers or peers (Ogbu and Simons, 1998).