Review reports that reticent non-local students who resisted local classroom norms were academically superior on other performance kinds (Duff, 2002)¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The review attributes to Duff (2002) the finding that seemingly reticent students who had not appropriated local norms of classroom interaction were academically superior based on other kinds of performance. → Chen 2016

Evidence¶

Chen 2016¶

Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168

q1 · i? · review · r2

Narrative review attributing this to Duff's (2002) ethnography of non-local students in a Canadian multilingual high school, who preferred silence and writing over verbal discourse; the review reports their silence "did not necessarily form a hindrance to their learning."

"seemingly reticent students who did not seem to have appropriated 'local' norms of classroom interaction…were academically superior…based on other kinds of performance"

Discussion¶

Related Claims¶

• American Indian and Alaska Native students often do not willingly participate in the question-answer activity that constitutes most classroom discussions, because direct questioning in front of peers contradicts community norms — the general claim this finding bears on, with the studies behind it
• Sociocultural SLA literature portrays learners who resist mainstream social interaction negatively, as 'nonparticipating' or having 'negative attitude' — related