Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555645
Title: Identity constructions of pupils with Speech Language and Communication Needs (SLCN) approaching secondary transfer : a discursive case study
Author: Rowley, Emma
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2011
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Abstract:
This thesis takes a discourse analytic and dual case study approach to considering how two year six pupils with Speech, Language and Communication Needs (SLCN) use talk to explore a sense of self. It seeks to consider what that talk actively does for these pupils in presenting their identity to others. In taking a discursive approach, this research is concerned with the action orientation of the talk and sees the talk used as productive for the language user. Drawing data from four group sessions comprising the two pupils and the researcher, this research considers what talk is doing for the participants in presenting their identity to others using discursive psychology methodology. This analysis is subsequently considered in light of the way that the pupils are constructed by adults in documentation intended to support their transition. It is the aim of this research in considering these phenomena that opportunities may be provided for professionals working with this population to reflect upon these issues and bring about change or develop practice in relation to pupils with SLCN. Findings are considered in light of recent guidance such as the Bercow Report (Department for Children Schools and Families 2008a) and current provision and assessment in relation to pupils with SLCN.
Supervisor: Pomerantz, Kathryn Sponsor: Not available
Qualification Name: Thesis (D.Ed.C.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555645  DOI: Not available
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