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National Center For Research And Cultural Diversity

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Questions:

1. What does Gee say about discourses and identity kits?
2. What discourse communities do you belong to?
3. How does your identity change for each?
4. How could these ideas be useful for understanding language in schooling?

 

 

Answers:

1. Discourse is actually a method of using language in a socially acceptable association to display thought, feeling, values and act accordingly. This way it gives a separate individual identification to the person who is part of the society. Identity kits consist of a definite act, clothing, language using and interaction within society. All these factors integrate to identify one person’s individuality which separates it from other person in the society. Also it includes the attitudes, believes, life style that are part of social group which can be easily be distinguished from other group.

2. The discourse community that I belong is American which follows individualistic approach for living. The clothes worn are designed to look better with an additional motive to help a person stay comfortable throughout the day. Also the language used for interaction with others is soft spoken and easy to understand so that the message conveying is done in an easier and comfortable way. The attitude towards others members of society are purely rationale and offers chances to others to display their discourses in a free and fair environment. Finally the life style that is followed offers a high level of enjoying and equal opportunity to everyone.

 

 
3. My identity change for each as I myself support the ideas of individualistic personality development therefore I live the life which allows me to live happy and but still try to remain under controls and limits. This is required so that my happiness and personal desires do not affect the freedom and life motives of others. Also my attitude towards others is free and fair, although I don’t keep myself free at some points as I have a personal desire to achieve a good career prospects in life. Therefore at various times I make compromises with my desires and stay at home or library to get extra learning for my academic career so that my dream of achieving high success is achieved. Finally my life style is like others in the society with an additional factor of staying clean so that I look better every time I move in society. I wear design clothes that are easily accepted in the society.

4. These ideas could be useful for understanding language in schooling as it will allow the students to integrate the various factors and their appropriate impact on learning. Student will understand the value of attitudes; thoughts and belief that they are following and will be able compare it with other discourses. This will bring rationality in their behavior in understanding other social groups. Also they will critically analyze their own group by supporting the good and disregarding the misbeliefs and misconceptions that exists in all groups. The in-depth knowledge of the historical background the supports the present day language usage, clothing and even ways of interacting with others can be easily be defined by the students. Thus student will get interested in learning and creating positive attitude towards understanding language in schooling as they will feel connected personally with it.

 

 

Bibliography

Azamoosh, M., 2014. When learning English is compulsory at school: Fluctuations in L2 motivational self system. International Journal of Applied Linguistics and English Literature., 3(6), pp.102-12.

Benn, S. & Martin, A., 2010. Learning and Change for Sustainability Reconsidered: A Role for Boundary Objects. Academy of Management Learning and Education., 9(3), pp.397-412.

Genesse, F., 1994. Integrating language and content: Lessons from immersion. Santa Cruz, CA: The National Center for Research and Cultural Diversity and English Language Learning.

Hashwani, M.S., 2008. Students' attitude, motivation and anxiety towards English Language Learning. Journal of Research and Reflections in Education, 2(2), pp.121-44.
OR

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