Random+Ideas

Use Bourdieu's concept of linguistic capital to analyze teacher talk from thesis data
 * Do teachers view language as capital? (from the interviews)
 * Do teachers use language that models the type of language necessary to have linguistic capital in social studies? (Find out what social studies discourse looks like -- i.e. passive voice, particular vocabulary, etc. Do teachers use this?)
 * When teachers negotiate texts, do they demystify specific characteristics of academic language that make it CALP instead of BIC?
 * What opportunities are students given to produce academic language that carries capital?
 * What are the larger implications if teachers do/do not treat language as capital?
 * What do teachers do that is likely to promote students' English language development beyond making the content comprehensible?

Three literature areas: 1) CBI 2) Alternative approaches to language instruction; broader SLA base/concepts 3) Reviewing Bourdieu and linguistic capital

Quick reading - 10 minutes per article with Ann's framework

Link problems, not topics in a literature review; linking problems historically; what gap was a new line of research trying to fill; there's never a clean passage from one theoretical stance to another; previous threads are still woven in the current tapestry; creating an occasion for creativity; what new insight might you produce; review of patterns