Rowley, Emma (2011) Identity constructions of pupils with Speech Language and Communication Needs (SLCN) approaching secondary transfer: A discursive case study. Emma Jennifer Rowley Research thesis submitted in part requirement of Doctor of Educational and Child Psychology of the University of Sheffield Department of Educational Studies April 2011. DEdCPsy thesis, University of Sheffield.Full text not available from this repository.
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.
|Item Type:||Thesis (DEdCPsy)|
|Academic Units:||The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)|
|Depositing User:||Miss Emma Rowley|
|Date Deposited:||19 Oct 2011 09:44|
|Last Modified:||08 Aug 2013 08:47|