Journal of Science Teacher Education

, Volume 22, Issue 8, pp 679–704

Isn’t That Just Good Teaching? Disaggregate Instruction and the Language Identity Dilemma


DOI: 10.1007/s10972-011-9256-x

Cite this article as:
Brown, B.A. J Sci Teacher Educ (2011) 22: 679. doi:10.1007/s10972-011-9256-x


The manuscript examines the relationship between language, identity, and classroom learning. Through an exploration of a series of research studies conducted over the course of 6 years, this manuscript examines how the idea of “Good Teaching” fails to account for the language-identity learning dilemma. In stage one of the research, a series of studies demonstrated how students encountered cultural conflicts as they attempted to use the language of science. The results of that research lead to the development of the construct of Discursive Identity as a lens to understand language interactions. Stage two of the research involved a series of examinations of alternative approaches to teaching that would assist minority students in their science learning. The implications of this research highlight the relationship between students’ cognition and the sociocultural interaction that effect students’ willingness to engage in academic discourse.


LanguageDiscourseIdentityUrban schools

Copyright information

© The Association for Science Teacher Education, USA 2011

Authors and Affiliations

  1. 1.Stanford UniversityStanfordUSA