Linguistic expertise, mockery, and appropriateness in the construction of identities: A case study from 9th grade physics

References

• Agha, A. (2007). Language and social relations. Cambridge, UK: Cambridge University.
   Google Scholar
• Alim, H. S. (2010). Critical language awareness. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 205–231). Buffalo, NY: Multilingual Matters.
   Google Scholar
• American Physical Society. (2019, June 20). Physics degrees earned by women. Retrieved from https://www.aps.org/programs/education/statistics/womenphysics.cfm
   Google Scholar
• Atkinson, J. M., & Heritage, J. (Eds.). (1984). Structures of social action: Studies in conversation analysis. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Barrett, R. (2006). Language ideology and racial inequality: Competing functions of Spanish in an Anglo-Owned Mexican Restaurant. Language in Society, 35(2), 163–204. doi:10.1017/S0047404506060088
   Web of Science ®Google Scholar
• Bell, P., Tzou, C., Bricker, L., & Baines, A. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55, 269–284. doi:10.1159/000345315
   Web of Science ®Google Scholar
• Bianchini, J. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching, 34(10), 1039–1065. doi:10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Bianchini, J. (1999). From here to equity: The influence of status on student access to and understanding of science. Science Education, 83, 577–601. doi:10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Block, N., & Vidaurre, L. (2019). Comparing attitudes of first-grade dual language immersion versus mainstream English students. Bilingual Research Journal, 42, 129–149. doi:10.1080/15235882.2019.1604452
   Web of Science ®Google Scholar
• Braden, S. K. (2017). Scientific inquiry as social and linguistic practice: Language socialization pathways in a ninth-grade physics class ( Doctoral dissertation). Retrieved from ProQuest (10249740)
   Google Scholar
• Bucholtz, M., & Hall, K. (2004). Language and identity. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 369–394). Oxford, UK: Blackwell.
   Google Scholar
• Bucholtz, M., Barnwell, B., Skapoulli, E., & Lee, J.-E. J. (2012). Itineraries of identity in undergraduate science. Anthropology & Education Quarterly, 43(2), 157–172. doi:10.1111/j.1548-1492.2012.01167.x
   Web of Science ®Google Scholar
• Bucholtz, M., & Hall, K. (2008). Finding identity: Theory and data. Multilingua, 27(1–2), 151–163. doi:10.1515/MULTI.2008.008
   Web of Science ®Google Scholar
• Carlone, H. B. (2012). Methodological considerations for studying identities in school science: An anthropological approach. In M. Varelas (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts (pp. 9–26). Rotterdam, NE: Sense Publishers.
   Google Scholar
• Carlone, H. B., Haun-Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459–485. doi:10.1002/tea.v48.5
   Web of Science ®Google Scholar
• Carr, E. S. (2010). Enactments of expertise. Annual Review of Anthropology, 39, 17–32. doi:10.1146/annurev.anthro.012809.104948
   Web of Science ®Google Scholar
• Cheryan, S., Plaut, V. C., Handron, C., & Hudson, L. (2013). The stereotypical computer scientist: Gendered media representations as a barrier to inclusion for women. Sex Roles: A Journal of Research, 69(1–2), 58–71. doi:10.1007/s11199-013-0296-x
   Web of Science ®Google Scholar
• Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6(3), 319–340. doi:10.1177/1468794106065006
   Google Scholar
• Cohen, E., & Lotan, R. (1995). Producing equal status interaction in the heterogeneous classroom. American Educational Research Journal, 32(1), 99–120. doi:10.3102/00028312032001099
   Web of Science ®Google Scholar
• Cohen, E., & Lotan, R. (2014). Designing groupwork: Strategies for the heterogeneous classroom (3rd ed.). New York, NY: Teacher’s College Press.
   Google Scholar
• Coyoca, A. M., & Lee, J. S. (2009). A typology of language-brokering events in dual-language immersion classrooms. Bilingual Research Journal, 32(3), 260–279. doi:10.1080/15235880903372837
   Google Scholar
• Daane, A., Decker, S., & Sawtelle, V. (2017). Teaching about racial equity in introductory physics courses. The Physics Teacher, 55, 328–333. doi:10.1119/1.4999724
   Web of Science ®Google Scholar
• Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289–322. doi:10.1093/applin/23.3.289
   Web of Science ®Google Scholar
• Echevarria, J., Vogt, M. E. J., & Short, D. (2013). Making content comprehensible for English learners: The SIOP model (4th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Eckert, P. (2012). Three waves of variation study: The emergence of meaning in the study of sociolinguistic variation. Annual Review of Anthropology, 41(1), 87–100. doi:10.1146/annurev-anthro-092611-145828
   Web of Science ®Google Scholar
• Flores, N., Lewis, M., & Phuong, J. (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language & Communication, 62, 15–25. doi:10.1016/j.langcom.2018.06.002
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Freeman, R. (1996). Dual-language planning at Oyster bilingual school: “It’s much more than language”. TESOL Quarterly, 30(3), 557–582. doi:10.2307/3587698
   Web of Science ®Google Scholar
• Gamez, R., & Parker, C. (2017). Becoming science learners: A study of newcomers’ identity work in elementary school science. Science Education, 102, 377–413. doi:10.1002/sce.21323
   Web of Science ®Google Scholar
• Gee, J. (2011). An introduction to discourse analysis: Theory and method. New York, NY: Routledge.
   Google Scholar
• Goffman, E. (1961). Asylums: essays on the social situation of mental patients and other inmates. New York, USA: Anchor.
   Google Scholar
• Gonzalez, N., Moll, L., & Amanti, C. (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Guttierez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445–471. doi:10.17763/haer.65.3.r16146n25h4mh384
   Web of Science ®Google Scholar
• Hanks, W.F. (1986). Authenticity and ambivalence in the text: A colonial maya case. American Ethnologist, 13, 721–744.
   Web of Science ®Google Scholar
• Harding, S. (1993). Introduction: Eurocentric scientific illiteracy – A challenge for the world community. In S. Harding (Ed.), The “racial” economy of science: Toward a democratic future (pp. 1–22). Bloomington: Indiana University Press.
   Google Scholar
• Hawkins, M. R. (2011). Introduction. In M. R. Hawkins (Ed.), Social justice language teacher education (pp. 1–6). Bristol, CT: Multilingual Matters.
   Google Scholar
• Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Hill, J. (1995). Junk Spanish, covert racism, and the (leaky) boundary between public and private spheres. Pragmatics, 5(2), 197–212. doi:10.1075/prag.5.2.07hil
   Google Scholar
• Hill, J. (1999). Language, race, and White public space. American Anthropologist, 100(3), 680–689. doi:10.1525/aa.1998.100.3.680
   Web of Science ®Google Scholar
• Hill, J. (2005). Intertextuality as a source and evidence for indirect indexical meanings. Journal of Linguistic Anthropology, 15(1), 113–124. doi:10.1525/jlin.2005.15.1.113
   Google Scholar
• Hill, J. (2008). The everyday language of White racism. Chichester, UK: Wiley-Blackwell.
   Google Scholar
• Inoue, M. (2006). Vicarious Language: Gender and linguistic modernity in Japan. Berkley: University of California Press.
   Google Scholar
• Kane, J. M. (2012). Young African American children constructing academic and disciplinary identities in an urban science classroom. Science Education, 96, 457–487. doi:10.1002/sce.20483
   Web of Science ®Google Scholar
• Kendi, I. (2017). Stamped from the beginning: The definitive history of racist ideas in America. New York, NY: Bold Type Books.
   Google Scholar
• Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. doi:10.2307/3588427
   Web of Science ®Google Scholar
• Lee, J. S., & Bucholtz, M. (2015). Chapter 19: Language socialization across learning spaces. In N. Markee (Ed.), The handbook of classroom discourse and interaction (pp. 319–336). Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• Leeman, J. (2005). Engaging critical pedagogy: Spanish for native speakers. Foreign Language Annals, 38(1), 35–45. doi:10.1111/flan.2005.38.issue-1
   Web of Science ®Google Scholar
• Lewis, J., Menzies, H., Nájera, E., & Page, R. (2009). Rethinking trends in minority participation in the sciences. Science Education, 93(6), 961–977. doi:10.1002/sce.v93:6
   Web of Science ®Google Scholar
• Nasir, N. S., Snyder, C. R., Shah, N., & Ross, K. M. (2012). Racial storylines and implications for learning. Human Development, 55, 285–301. doi:10.1159/000345318
   Web of Science ®Google Scholar
• Nasir, N. S., & Vakil, S. (2017). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences, 26, 376–406. doi:10.1080/10508406.2017.1314215
   Web of Science ®Google Scholar
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies Press.
   Google Scholar
• Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412–446. doi:10.1017/S0261444811000309
   Web of Science ®Google Scholar
• Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. doi:10.2307/3587803
   Web of Science ®Google Scholar
• Ochs, E. (1990). Indexicality and socialization. In J. W. Stigler, R. A. Shweder, & G. Herdt (Eds.), Cultural Psychology (pp. 287–308). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Pattison, S., Gontan, I., Ramos-Montañez, S., & Moreno, L. (2018). Identity negotiation within peer groups during an informal engineering education program: The central role of leadership-oriented youth. Science Education, 102, 978–1006. doi:10.1002/sce.2018.102.issue-5
   Web of Science ®Google Scholar
• Rifkin, M. (2016). Addressing underrepresentation: Physics teaching for all. The Physics Teacher, 54, 72–74. doi:10.1119/1.4940167
   Web of Science ®Google Scholar
• Rifkin, W. D., & Martin, B. (1997). Negotiating expert status: Who gets taken seriously. IEEE Technology and Society Magazine, 16(1), 30–39.
   Google Scholar
• Roth-Gordon, J. (2011). Discipline and disorder in the whiteness of Mock Spanish. Journal of Linguistic Anthropology, 21(2), 211–229. doi:10.1111/jola.2011.21.issue-2
   Web of Science ®Google Scholar
• Rymes, B. (2009). Classroom discourse analysis: A tool for critical reflection. Cresskill, NJ: Hampton Press, Inc.
   Google Scholar
• Rymes, B. (2010). Classroom discourse analysis: A focus on communicative repertoires. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 528–546). Buffalo, NY: Multilingual Matters.
   Google Scholar
• Ryu, M. (2015). Positionings of racial, ethnic, and linguistic minority students in high school biology class: Implications for science education in diverse classrooms. Journal for Research in Science Teaching, 52(3), 347–370. doi:10.1002/tea.21194
   Web of Science ®Google Scholar
• Scott, C. (2012). An investigation of science, technology, engineering and mathematics (STEM) Focused high schools. U.S. Journal of STEM Education: Innovations and Research, 13(5), 30–39.
   Google Scholar
• Sheth, M. (2019). Grappling with racism as foundational practice of science teaching. Science Education, 103, 37–60. doi:10.1002/sce.21450
   Web of Science ®Google Scholar
• Silverstein, M. (1976). Shifters, linguistic categories, and cultural description. In: Basso, K. & Selby, H. (Eds.), Meaning in Anthropology (pp. 11–55). Albuquerque, NM: University of New Mexico Press.
   Google Scholar
• Silverstein, M. (1992). The indeterminancy of contextualization: When is enough enough?. In P. Aur & A. Di Luzio (Eds.), The contextualization of language. (pp. 33–58). Amsterdam, The Netherlands: John Benjamins.
   Google Scholar
• Silverstein, M. (1993). Metapragmatic discourse and metapragmatic function. In J. Lucy (Ed.), Reflexive language (pp. 55–75). New York, NY: Cambridge University Press.
   Google Scholar
• Starr, C. (2018). “I’m not a science nerd!”: STEM stereotypes, identity, and motivation among undergraduate women. Psychology of Women Quarterly, 42, 489–503.
   Web of Science ®Google Scholar
• Sung, C. C. M. (2019). Investments and identities across contexts: A case study of a Hong Kong undergraduate student’s L2 learning experiences. Journal of Language, Identity & Education, 18(3), 190–203. doi:10.1080/15348458.2018.1552149
   Web of Science ®Google Scholar
• Tan, E., & Calabrese Barton, A. (2008a). From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class. Science Education, 92(4), 567–590. doi:10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Tan, E., & Calabrese Barton, A. (2008b). Unpacking science for all through the lens of identities-in-practice: The stories of Amelia and Ginny. Cultural Studies of Science Education, 3(1), 43–71. doi:10.1007/s11422-007-9076-7
   Google Scholar
• Van Horne, K., & Bell, P. (2017). Youth disciplinary identification during participation in contemporary project-based science investigations in school. Journal of the Learning Sciences, 26(3), 437–476. doi:10.1080/10508406.2017.1330689
   Web of Science ®Google Scholar
• Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York, NY: Cambridge University Press.
   Google Scholar
• Wortham, S., & Reyes, A. (2015). Discourse analysis beyond the speech event. New York, NY: Routledge.
   Google Scholar
• Yun, S. M., & Kim, H.-B. (2015). Changes in students’ participation and small group norms in scientific argumentation. Research in Science Education, 45(3), 465–484. doi:10.1007/s11165-014-9432-z
   Web of Science ®Google Scholar
• Zentella, A. C. (1995). The “chiquitification” of U.S. Latinos and their languages, OR why we need an anthropolitical linguistics. Salsa III Proceedings. University of Texas, Austin Symposium on Language& Society, Austin, TX, USA.
   Google Scholar
• Zentella, A. C. (1997). Latino youth at home, in their communities, and in school. Education and Urban Society, 30(1), 122–130. doi:10.1177/0013124597030001008
   Web of Science ®Google Scholar