Table of Contents
Foreword James Paul Gee ix
1 Understanding Academic Discourses 1
The Myth of "De-Contextualized" Language 3
Operationalizing "De-Contextualized" Language 7
Language Devaluation and Resistance 10
Teaching Academic Language to Linguistic-Minority Students 13
Mexican American Students and Linguistically Contextualized Language 14
2 Language and Ideology. The (II) literacy of Linguistic-Minority Students 17
The Political and Ideological Dimensions of Culture 19
The Political and Ideological Dimensions of Cognition 20
A Critical Sociocultural View of Literacy 21
Cultural Incongruence and Mismatch: An Ideological Trap 28
Equalizing Asymmetrical Power Relations: Creating Pedagogical Spaces for Sharing Ways of Knowing and Speaking 32
Cultural Differences in Student Use of Linguistically Contextualized Language 36
3 A Potentially Ideal Classroom 47
The Classroom Teacher 47
A School's Commitment to Linguistic-Minority Students 50
The Classroom Student Body 50
4 The Misteaching of Academic Discourses: Three Discourse Events 63
The Misteaching of Academic Discourses 64
Common Academic Discourse Events 66
5 Student Language Performance on Language Tasks 87
Picture Description Tasks 89
Noun Definition Tasks 106
6 Rethinking Academic Discourses: Some Pedagogical Comments 117
Notes 123
Index 135
