Discursive Identity & Conceptual Continuity: Using informal ......more deadly than self hate, and no enemy more deserving of his true aim than his own brother, we must ask ourselves

Discursive Identity & Conceptual Continuity: Using informal science

literacy to promote students Science Learning

Bryan A. Brown, Ph.D.Graduate School of Education

Stanford University

[email protected] site: www.stanford.edu/~brbrown

Bryan A. Brown, Ph.D.Stanford University Graduate School of Education -

mailto:[email protected]:[email protected]

In these bloody days and frightful nights when urban warriors find no face more despicable than his own, no ammunition more deadly than self hate, and no enemy more deserving of his true aim than his own brother, we must ask ourselves how we’ve come so late and lonely to such a place.

--- Maya Angelo



Introduction Theoretical Frame Method Data Conclusion


How do the introduction make you feel?Would the talk takes on a different feel, if presented in a different manners?What features of the talk creates a different sense or feeling?Do the tones, pitches, genre, and topic have an effect on your interpretation of the message?How do this choice of genre affect your thinking about ‘who’ you understood me to be?





[The Language] is totally different; in other classes like in English they teach us how to talk in English. Our problem is we talk that slang, they gotta correct it from now and then, when they hear [it] .We can’t put slang in [science], it isn't no slang that can be said about this stuff. - Deja

Brown, B. (2006) “It isn't no slang that can be said about this stuff ”: Language, Identity, and Appropriating Science Discourse. Journal of Research in Science Teaching





Academic Language Learning in Science

A series of studies have suggested that one of the most influential factors that limits minority student’s learning is the conflict between their home discourse and modes of non-vernacular classroom discourse (Gee, 1999; Williams, 1991)

Science educators began to engage in research that has implicated the relationship between students’ identity, language, and science learning





DISCOURSE, IDENTITY, & SCIENCE LEARNING

The term DISCOURSE is used because it reflects a broader relationship between language and its many facets (written, spoken, symbolic, non-verbal).Presuppositions regarding a student’s intellectual skills, their knowledge resources, and dispositions are often signaled by their use of language.From a sociolinguistic point of view, in every discursive exchange (written, read, spoken, and enacted) speakers and listeners co-construct meaning through interactions that serve to position them as particular types of people (e.g., scientific, literate, competent) (agar, 1994; fishman, 1989; gee, 1999b).



Theoretical FrameIntroduction Method Data Conclusion


Given this perspective, the language of academic genres offer students a way to use language to symbolically cue their identity. Yet, engaging in these discourse practices is not neutral with respect to students’ identity

Learning the content and language practices of a discourse-rich subject matter like science requires some appropriation of an identity commensurate with scientific language use.

Therefore, choices of discourse related to appropriating scientific knowledge within classroom contexts carry implications for how students and teachers perceive one another as well as themselves. The negotiated role of engaging in the situationally-defined discourses of science needs to be reconciled with students’ emerging academic identities.



Theoretical FrameworkIntroduction Method Data Conclusion


FOR EXAMPLE:

(a) What’s good shawty?(b) What’s hattn’in fam?(c) Greetings(d) Hi there !(e) How are you?



Theoretical FrameworkIntroduction Method Data Conclusion


9

DISCURSIVE IDENTITY DEFINED:

The act of communicating identity via discursive interaction provides the basis for what constitutes a discursive identity. The term “discursive identity” reflects an understanding that speakers apply as they select genres of discourse with the knowledge (tacit or implicit) that others will interpret their discourse as an artifact of their cultural membership.


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Nasir & Saxe, (2003) Contexts for IdentityGee’s (2002) Identity

DomainsInteractional Developmental Historical

A B C

1 Nature Identity(A state of identity

derived fromforces in nature)

One’s identity as i nterpreteda n d def ined by thephysiological components ofsocial interaction that providein-the-moment interpretivesymbols about the type ofperson one is.

Who one is seen as be ingover time as peopleparticipate in a particularcommunity and interpret them e a n i n g of o ne’sphysiologicalcharacteristics.

Who one is seen as basedon the meanings associatedwith historical definitionsof the physiological self.The natural history of agroup may evolve throughchanges in historicalm e a n i n g s o f thephysiological self.

2

InstitutionalIdentity

(A state of identitydefined or

authorized byauthorities within

institutions)

One’s identity as i nterpretedand defined within authorizedinstitutional contexts. Initialen t ry in to institutionalcontexts creates identitypotential i t ies reflectingi n s t i t u t i o n a l d o m a i nidentification through face-to-face interaction.

Who one is seen as be ingbased on institutionaldomain identification overdevelopmental time. Overd e v e l o p m e n t a l timeinstitutional symbols maybe added, changed,illuminated, reinterpreted,as they are understood to berepresentative o f theindividual.

Who one is seen as basedon the meanings associatedwith historical definitionsof the institutional self.Inst i tut ional identi tydomains are defined by thehistorical significance ofmembership and itsassociated symbols.

3DiscourseIdentity

(A state of identitydefined by the

descriptors usedto define anindividual)

One’s identity as i nterpretedand defined by the choices ofdiscourse employed torecognize an individual duringmoment-to-moment socialinteraction.

Who one is seen as be ingthrough the use ofappropriate descriptor overdevelopmental time aspeople participate inpractices in new ways.Developmentaltransformation may or maynot reflect emerging identitytensions.

Who one is seen as beingbased on the historicalmeanings associated withDiscursive symbols useddescribed a p articular typeof person. Repertoires arealso based on the socialhistory and understandingof the group’s changingcultural capital.

4

Affinity Identity(A state of identity

defined by thedomain of sharedexperiences and

practices ofindividuals and

groups)

One’s identity as i nterpretedand defined face-to-faceinteraction based upon distinctsocial practices that sustainsgroup affiliation.

Who one is seen as be ingaccording to affinitypositioning wi th in aparticular affinity groupover developmental time.Developmental shifting mayresults from the affinitygroup’s shared experiencesand identification with oneanother.

Who one is seen as beingbased on the historicalmeanings associated withaffinity group membership.

Stanford University Graduate School of Education -Bryan A. Brown, Ph.D.Stanford University Graduate School of Education -

11

Source Trajectory

DIMENSIONS OF DISCURSIVE IDENTITY

Scale: One’s discursive identity is determined by the time scale that informs interpretation and the meaning of identity cues (Lemke, 2001; Wortham 2003, 2004; Lemke, 2000; Nasir & Saxe, 2003 ).

Source: One’s discursive identity is determined by the source of one’s identity (Gee, 2002)

Trajectory: One’s discursive identity is influenced by the trajectory of their existence within an identity domain (Wenger, 1998).

DISCURSIVE IDENTITY




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VERNACULAR = ver·nac·u·lar n( 1) the everyday language of the people in a particular country

or region, as opposed to official or formal language (2) the common spoken language of a people as opposed to formal written or literary language

NON-VERNACULAR

- By default, this is the antithesis to vernacular in that it describes the type of language that is not considered “everyday language” of the people. This can be seen as official or formal language (2) The uncommon language found in formal written or literary language.

- Given that all language is socially constructed two assumptions can be made:

- There is NO such thing as non-vernacular language.

- All new forms of discourse are non-vernacular at first, then through experience become vernacular.


13


13

In our 4-3 hot package, Rick and Liz will fire, but Mike is man-up on the Z


14

Non-Vernacular:

In our 4-3 hot package, Rick and Liz will fire, but Mike is man-up on the Z

Vernacular

When we blitz using our four linemen and three linebacker alignment, the left and right side linebackers will blitz the quarterback, but the middle linebacker will be in man to man coverage with the tight end.


15

NON-VENACULAR

DEFINITION VENACULAR

4-3

A defensive package that uses for defensive linemen and three linebackers.

Four linemen and three

linebackers

Fire These are plays where individuals will pursue the quarterback instead of attempting to cover receivers

Blitz

Rick

The right side linebacker. The ‘R’ in the name is signifies that Rick is the code name for the right side linebacker

Linebacker on the right

Liz

This is the left side linebacker. The ‘L’ in the name signifies that Liz is the code name for the left side linebacker

The Linebacker on the Left

Mike

Mike is the middle linebacker; The ‘M’ in the name signifies that Mike is the code name for the middle linebacker.

The Middle Line backer

Man

This refers to they type of wide receiver coverage that the “Mike” linebacker is assigned. This coverage requires Mike to follow the Tight End wherever he goes.

Man to Man coverage

Z

This is the symbol designated for the Tight End. The Tight end


16

ANALYSIS METHODSa) Construction of Event Maps to examine patterns of

classroom discourse (Green & Wallat, 1981)

b) Domain Analysis of emergent patterns of classroom talk (Spradley, 1980)

c) Critical Discourse Analysis of emergent patterns of classroom talk to explore patterns of micro-level discourse (Green & Wallat, 1981)

• Phase Units = maps how macrostructure of talk accomplishes classroom activities.

• Sequences Units = maps how individual segments of talk organize classroom activity.

• Message Units = maps how the tone, pace, and genre of talk was used in a speech act.

• Action Units = provides an analytical map of what discourse activities were accomplished


Introduction: What lies beneath an incorrect answer?

Students’ master a variety of complex languages and ideas.One wonders how young people who master complex languages and ideas struggle with science learning?





Theoretical Framework: Science Education & Informal Learning

Science Education has offered numerous studies of students’ informal learning (diSessa, 1983, 2002)

Several of these frameworks examine students’ intuitive ways of coming to understand the world (diSessa, 2002; Smith et al.,1994)





Theoretical Framework: Conceptual Change

Conceptual Change emerged as the preeminent science education framework for students’ learning (Posner & Strike, 1992). Other scholars argued for a more constructivist position on students’ learning (diSessa, 1994, Ueno, 2006)diSessa offered P-Prims an alternative way to viewUeno (2006) offered a recent extension to this work by arguing for a situated learning approach to viewing students’ learning.





Introduction: A linguistic Extension

Linguistic resources made available to a group of people shape their cultural and intellectual behaviors (Lakoff, 1993; Whorf, 1956). Appropriation of different languages can be seen as an appropriation of an alternative worldview (Agar, 1994; Gethin 1999). As individuals are constrained to a singular discursive practice, they are necessarily locked into the worldview made available by their mode of normative discourse.





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TABLE 1

00:29:53 Student asks questions about elements 00:37:13 Lecture continues 00:43:45 Potential Divergence: Students in back are talking, teacher tells students to stop talking 00:55:18 Lecture continues 01:02:19 Teacher asks a question about atomic structure. 01:03:49 Student-Teacher Discussion of atomic structure 01:04:45 Lights turn on; notes are finished, still talking about the test. 01:05:29 Students are instructed to return to lab stations and begin reading lab instructions 01:06:40 Teacher gives the homework assignment and the assignment on the lab write-up for the night.

BUILDING THE EVENT MAP: LEVEL ONE SEQUENCE IDENTIFICATION


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Time Phase Sequence – Description Ongoing Sequence 00:00:00 Pre-Class

Activities

Tape Begins

00:00:06 T directs student to review the words on the board [word wall] 00:00:11 T asks Danielle to read the words 00:00:14 Danielle reads the words

Need code for teacher directing and student providing the requested behavior.

00:00:21

Introduction of Word Wall T affirms students’ familiarity with the words

00:00:30 T poses question to students re: classification [Establish the Problem] 00:00:41 T calls on Dorian to answer the question 00:00:42 Dorian answers question re: Classification problems 00:00:59 T restates his answe r

TIDQ - 3

00:01:15 T calls on Darrell for further explanation 00:01:17 Darrell gives his answer to the problem. 00:01:38 T asks Dorian for further explanation

TIDQ 5

00:01:41 Dorian gives his answer [living v. non-living] re: categorizing words. 00:01:56 T rephrases the answer

TIDQ - 3

00:01:58 T asks Dorian to group the words into his categories. 00:01:58 Dorian gives his answer. 00:02:07 T validates answer 00:02:08

Discussion of Scientists Studying a Variety of Things

Tasks Joshua to elaborate

Need new category – t asks a question, then validation, & asks for ELABORATION from students TIDQ –2 ?

00:02:20 T gives students directions asks them to list what makes something living or non-living 00:02:42 T repeats directions 00:03:37 T gives the students a tip for writing their responses. 00:04:41 T gives additional directions. 00:05:30

Pre-Assessment Writing:

Characteristics of Living Things

T asks Shanice to repeat the directions

DIRECTIONS


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LEVEL 1 SEQUENCE UNIT

TYPE CODE N DESCRIPTION

QUESTION Q 74 These sequences involve the teacher or student posing queries to members of the classroom (students or teachers).

RESPONSE R 67 These sequences involve discursive exchanges involving the speaker providing commentary in response to a question.

REVIEW RV 26 These discursive exchange s involve the speak er discussing concepts that have previously been discussed in the classroom.

PRAISE PR 7 These discursive exchanges involve the speaker recognizing the quality of another speaker’s comments.

DIRECTION DR 27 These discursive excha nges involve the speaker directing the activities of members of the classroom through their u se of discourse.

SUPPLEMENTAL CONTENT

SC 1 These discursive exchan ges involve the provision of commentary that p rovides additional explanation of scientific concepts being discussed in the classroom

CONNECTING THEMES

CT 6 These discursive exchanges involve classroom discourse (by the teacher) where the big ide as and concepts of the unit are connected with other topics of discussion.

READING RD 11 These discursive exchanges involve discursive excha nges in which the speaker states what he or she is reading f rom written text.

STORY ST 2 These discursive excha nges involve sequences of discourse involve the student or teacher’s telling stories that are connected to the topic of discussion.

MISCELLANEOUS MISC 1 These discursive exchanges involve sequences of discourse that are not thematically connected to other types o f discursive sequences.


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Table 5. Response Sequences SEQUECE UNIT TYPE CODE N DESCRIPTION

CLOSED CLO 46 These speech acts involve students and teacher providing one word answers to questions.

DESCRIPTIONS W/ EMBEDDED

DEFINITIONS

DWD

29

These speech acts involve students and teachers providing descriptions that include students defining the words they use in their descriptions.

MULTIPLE CONTEXT ANSWERS

MCA 2

These speech acts involve students providing answers to questions. These answers include the student explaining in multiple contexts.

ANSWERS WITH EXAMPLE

AWE 6

These speech acts involve students providing answers that include examples used for clarification.

WRITTEN RESPONSES

WR 3 These speech acts involve student-providing answers by reading their previously written answers.

ANSWERS WITH FURTHER

EXPLANATION

AWE 38 These speech acts involve answers that include the provision of additional explanation of the answer provided.

REPORTS OF OBSERVATIONS

ROO 20 These speech acts involve students reporting observations.

EXPLANING TEXT MEANING

ETM 2 These speech acts involve the students explaining the meaning of read text using ‘everyday English’

MISCELLANEOUS MISC 4 These discursive exchanges involve sequences of discourse that are not thematically connected to other types of discursive sequences.


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You can tell, if its nonliving, cause like you said it vegetates. It just sits there . Something will vegetate, it will just sit there, and that’s how you can tell if it’s non -living, it can interact with things (Day 1 – 00:07:15).



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TABLE 9. Dashawn & Descriptions with embedded definitions

Message units

LINE #

SPEAKER

ACTION UNIT

DASHAWN 1 The polar bears are 2 animals

Defines polar bears

3 and the plants 4 , they’re plants

Describes alternative, but does not provide alternative definition

5 so, 6 the fossil fuels 7 are organisms, 8 that are, 9 burned for energy,

Uses emergent pattern, the word followed by definition while being used to answer the question

10 so, 11 they would be like, 12 different things 13 so, 14 you really couldn’t study them, 15 because, 16 , if you were studying, 17 energy, Refers to fossil fuels as ‘energy’ 18 and if you are studying animals 19 that’s just, 20 two different things


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TABLE 10. STUDENTS DISCUSSING CLASSIFICATION

MESSAGE UNITS

SPEAKER #1 SPEAKER #2

ACTION UNIT

LIN

E #

Olivia Shamere 1 There were 2 two mammals, 3 three insects 4 and three amphibians.

Olivia review the types of animals they selected for their assignment.

5 Because other animals 6 are not invertebrates, 7 other animals don’t have backbones 8 like we have backbones

Students use emergent pattern, they identify the term, define it,

and use for an explanation. 9 and other animals 10 Can live 11 on land too 12 so 13 they’re amphibians.

Students use emergent pattern, they identify the term, define it, and use it for an explanation.


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CHALLENGES OF APPROPRIATING SCIENCE DISCOURSE

Lecture Time: 00:26:39 00:29:54 3.2.00

Message Units Action Units OngoingSequence

Emanuel Teacher1 Alright marks change in

sequence2 Gene replication occurs3 during the formation of sex cells4 all it is, marks ease of

conceptualunderstanding

5 is when the6 parent cell7 just makes a daugther cell8 and9 separates the DNA10 a gamete11 is a sex cell12 and in a hybrid13 the dominant gene14 always shows15 that's all16 for my part17 Let’s do that again,18 let's19 go slower20 go back to the beginning21 go over it22 again23 you doin good


29

24 gene separation occurs duringthe formation of sex cells.

25 All that is marks translationsub-sequence

26 is when a parent cell27 get ready to make her daughter

cells,28 she just separate her DNA.

initiatespersonification

29 The gamits30 or gamete31 is a sex cell32 the dominant gene always show33 all that is marks

translation sub-sequence

34 is35 when a hybrid36 it have a dominant gene37 and a recessive gene38 and a dominant gene39 always be the one40 that's gone be show'in

CODESHIFTS


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He Talks to Much: Excessive use of Discourse?Line # Message unit Action Unit

Emanuel Teacher1 How can you get a cold2 from Trevor ?3 By4 touching him5 or6 By7 breathin it

8 In the body

9 A10 virus11 will go12 in your body to13 then it14 will like15 mutate itself referring to replication16 And17 make other18 more like19 virus cell

O’TANYA20 he didn’t say [make]21 a speech

interrupts to ridicule hisexplanation

22 Is he23 right ?24 O’Tanya


31

25 what26 did he27 just said ?28 He said29 Too much

student laughter &interrupts to ridicule hisexplanation

30 you31 didn’t understand it32 one more time33 Emanuel

EMANUEL34 Aiight,35 the virus will go36 in your system37 and like38 contaminate39 other bacteria40 and make41 more42 umm43 cells44 that’s it45 is he right


32

24 gene separation occurs duringthe formation of sex cells.

25 All that is marks translationsub-sequence

26 is when a parent cell27 get ready to make her daughter

cells,28 she just separate her DNA.

initiatespersonification

29 The gamits30 or gamete31 is a sex cell32 the dominant gene always show33 all that is marks

translation sub-sequence

34 is35 when a hybrid36 it have a dominant gene37 and a recessive gene38 and a dominant gene39 always be the one40 that's gone be show'in

CODESHIFTS


33

Experimental Group Control Group

11.99

Comparison of Pre-Post Test Scores

10.78

25.99

18.10

14.00

7.32

Bryan A. Brown, Ph.D.

34

% Gain

Percent Gain

29.15

15.26


35


36



Percent Gain by Question Type

37

ANALYSIS 1: PRE-POST TEST MEAN SCORE COMPARISON

Achievement (Max)

Group n Pre-test Score (SD )

Post-test Score (SD)

Raw Gain

% Gain

t Effect Size

Overall Score (48)

Experimental Control

25 24

11.99 (4.91) 10.78 (5.71)

25.99 (8.74) 18.10 (7.53)

14.00 7.32

+29.15 +15.26

10.97** 4.91**

1.97 1.10

Disaggregate Score (25)


25 24

6.68 (2.92) 6.39 (3.89)

14.22 (4.61) 9.71 (4.10)

7.54 3.32

+30.16 +13.29

11.36** 4.32**

1.95 0.83

Aggregate Score (23)


25 24

5.31 (2.95) 4.40 (2.55)

11.77 (5.07) 8.40 (4.13)

6.46 4.00

+28.06 +17.39

7.65** 4.41**

1.56 0.99


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ANALYSIS 2: MEAN SCORE

Table 8. Comparisons of Achievement Tests Between Experimental and Control Groups

Achievement Max Group n Mean SD t p Effect Size Overall Score 48 Experimental

Control 25 24

25.99 18.10

8.74 7.53

3.38** 0.001 0.97

Disaggregate Score 25 Experimental Control

25 24

14.22 9.71

4.61 4.10

3.62** 0.001 1.03

Aggregate Score 23 Experimental Control

25 24

11.77 8.40

5.07 4.13

2.55* 0.014 0.94

p < 0.05 / p < 0.01


39

Analysis 2: Written vs. Essay Questions

Max Group n Mean SD p t Effect Siz e Multiple-Choice Overall Score 18 Treatment

Control 25 24

12.48 10.38

3.47 3.72

0.046 2.05* 0.59

Disaggregate Score 10 Treatment Control

25 24

7.40 5.71

2.10 2.33

0.010 2.67* 0.76

Aggregate Score 8 Treatment Control

25 24

5.08 4.67

1.87 1.79

0.433 0.79 0.22

Essay Overall Score 30 Treatment

Control 25 24

13.51 7.73

6.17 4.47

0.001 3.69** 1.05

Disaggregate Score 15 Treatment Control

25 24

6.82 4.00

3.44 2.45

0.002 3.30** 0.94

Aggregate Score 15 Treatment Control

25 24

6.69 3.73

3.59 2.94

0.003 3.15** 0.90

p < 0.05 / p < 0.01


40

Recognize that to be understood and correctly used, such terms required careful operational definition, rooted in shared experience and in simpler words previously defined; to comprehend, in other words that a scientific concept involves an idea first and a name afterward, and that understanding does not reside in the technical terms themselves (Aron, 1983, p. 92).


IntroductionLinguistic resources made available to a group of people shape their cultural and intellectual behaviors (Lakoff, 1993; Whorf, 1956). Appropriation of different languages can be seen as an appropriation of an alternative worldview (Agar, 1994; Gethin 1999). As individuals are constrained to a singular discursive practice, they are necessarily locked into the worldview made available by their mode of normative discourse.





Wellington &Osborne (2001): Taxonomy of the words of science

Level 1: Naming Words: (a) Familiar objects, new names (synonyms)(b) New objects, new names(c) Names of chemical elements(d) Other nomenclature





Wellington &Osborne (2001): Taxonomy of the words of science

Level 2: Process Words (a) Capable of ostensive definition, i.e. being shown.(b) Not capable of ostensive definition

Level 3: Concept Words(a) Derived from experience (sensory concepts)(b) With dual meanings, i.e. everyday and scientific: for example ‘force’ & ‘force’(c) Theoretical constructs (total abstractions, idealizations, and postulated entities)





Theoretical Framework: Conceptual Continuity

We are arguing that the Linguistic relativity can help us improve our understanding of students learning.Conceptual Continuity = The idea that science concepts exist at varying levels of continuity to the same ideas as expressed in science.If words are not the concepts, then understanding may exist beyond their linguistic representations.





METHOD:

2- Year Ethnographic StudyFollowing a High School Baseball team for 2 SeasonsCollected a Variety of Data to Triangulate data







Pre & Post Interviews (15 players)

Pre & Post Multiple Choice Tests

2- Year Ethnographic Study






I do know this. I know that once I create spin, I put more pressure … there is more pressure there is a higher pressure gradient on one side of the ball than on the other. Which if the spin is in that direction or in a north south direction, a 12 to 6 direction then I should get more pressure on top of the ball that causing the ball to dive. now if my finger goes a little bit on the side of the ball I create a side spin as well as a down spin, I should be able to create that pressure gradient it would be greater on this side of the ball which would create what would appear to be a two point break.


Everyday Discourse:

“So like if you snap your wrist hard, then the top spin is going to be fast and that will make

it drop”





Science Discourse:

“You control the air pressure you put on the ball, by the spin you put on the ball.”





Baseball Discourse:

“So [when you throw a curve] you want the ball to come over and down so it puts

movement on the ball, then the seams catch the air so it breaks down.”





Hybrid Discourse:

“When the ball's spinning, the air resistance or the drag will be less because of the

spinning ball parting air.”







Table . Pre-analysis Baseball discourse- level 2 1 2 3 4 5

Cells Frequency

Pre

Frequency

Post Code Name Code Description Example

A

11

0? Differentiating Air Contact

These are instances of discourse where players use baseball terms to describe air contact and its effect on a baseball.

So you want the ball to come over and down so it's put movement on the ball and the seams catch the air, so it breaks down. (Joshua)

B

2

4

Differentiating Speed

These are instances of discourse where players use baseball terms to describe the concept of speed.

the ball should have a good, you know, velocity to it. (Julian)

C

1

2

Differentiating types of pitches

These are instances where the players describe the types of pitches that experience different types of movements.

Well, I began and I hold the ball over the two seams right here and I throw a knuckle curve so my middle finger goes over the seams, while my index finger lays kind of in the middle of the ball. (Jake)

D

57

22

Differentiating Velocity

These are instances of discourse where players use baseball terms to describe differences in the velocity of the ball's movement.

If the wind catches the seams at a right point, then the ball breaks a certain way. (Scott)





22

A

11

0? Differentiating Air Contact

These are instances of discourse where players use baseball terms to describe air contact and its effect on a baseball.

So you want the ball to come over and down so it's put movement on the ball and the seams catch the air, so it breaks down. (Joshua)

B

2

4

Differentiating Speed

These are instances of discourse where players use baseball terms to describe the concept of speed.

the ball should have a good, you know, velocity to it. (Julian)

C

1

2

Differentiating types of pitches

These are instances where the players describe the types of pitches that experience different types of movements.

Well, I began and I hold the ball over the two seams right here and I throw a knuckle curve so my middle finger goes over the seams, while my index finger lays kind of in the middle of the ball. (Jake)

D

57

22

Differentiating Velocity

These are instances of discourse where players use baseball terms to describe differences in the velocity of the ball's movement.

If the wind catches the seams at a right point, then the ball breaks a certain way. (Scott)

Table E. Hybrid discourse- level 2

1 2 3 4 5

CELLS Frequency

Pre

Frequency

Post

Code Name Code Description Example

A

2

2

Everyday to Baseball

These are instances of talk where the speaker uses everyday discourse first, then follows them with a Baseball alternative.

If you have less wind pressure, which means like if you throw less velocity then you won't have a curveball. You'll have a curveball but it won't curve as much.

B

2

0

Everyday to Science

These are instances of talk where the speaker uses everyday discourse first, then follows them with a scientific alternative.

A curveball moves because of how the wind or the air current hits the seams.

C

1

0

Science to Baseball

These are instances of talk where the speaker uses everyday discourse first, then follows them with a scientific alternative.

If you have less wind pressure, which means like if you throw it with less velocity then you won't have a curveball.

Hybrid Discourse

Another mode of discourse that has been a small component of students’ discourse involves instances when players blended multiple genres of discourse (Table E). We coded these instances using the Hybrid Discourse code. We coded discourse as hybrid only in instances where the players used one mode of discourse immediately following a different genre of discourse. Many times, the students’ switched genres to provide qualifiers that further explained the same concept by employing an alternative genre. Cell 4-A provides a description of Hybrid talk we coded as Everyday to Baseball talk. These were instances of talk






Continuity Types


Conceptual Continuities

“It has different airs under it and over it and [the air] starts pressing down so [the

baseball] drops and the air on the bottom is more loose in the right way and it just the

heavy pressure makes it drop.”







When you flick the ball it cuts through the air It has different airs under it and over it and [the air] starts pressing it down so [the baseball] drops and the air on the bottom is more loose in the right way and it just the heavy pressure makes it drop.”


mailto:[email protected]:[email protected]:[email protected]


Because when [a curveball] is thrown and when it is released out of the thrower’s hand, half of the ball would have more air going on it and there would be the resistance on like half of …I mean, one side of the ball would be different than the other going through air. And so, of course, the ball would drop.







I don’t know if it’s high or low, but one of them is on the top and one of them is on the bottom the one is pushing it down in kind of an arc. The one on the bottom can’t hold up to it. I guess probably the top one is high pressure and the bottom one is low and it’s pushing it down so it looks like it’s curving, so it is curving.



Conceptual Continuity

Drag can affect a changeup. When you throw the changeup, the baseball is slower, and usually most changeups that are will slow down and kinda fall a little bit, just

drop a little bit for hitters to hit it down to the ground.






Informal Discourse has features similar to science discourse:

(a) Conceptual Components(b) Linguistic Components(c) Complex symbol systems

There is a need for increased studies that examine conceptual continuities as teaching resources



Introduction Theoretical Frame Method ConclusionData


Documents

Discursive Identity & Conceptual Continuity: Using informal ......more deadly than self hate, and no enemy more deserving of his true aim than his own brother, we must ask ourselves