Give a brief introduction, answer each prompt individually and conclude with a synthesis of ideas:
€¢    Is there reason to believe that a Discourse of which you are a member advantages you or your group over your student or other groups of people in your local teaching context? How?
€¢    Why might your students or their families and communities using Discourse not privileged in your classroom actively resist you?
€¢    How might you go about juxtaposing diverse Discourses to each other as an English Language educator in your local teaching context so your students can understand them at a meta-level and transform Discourses based on larger cultural and historical understandings. In other words, How do you support students to be critically aware of language in use?

Outline:
1. Introduction (1 ¶)
a. Define Discourse
b. Summarize your argument around Discourse privilege, resistance and instructional approaches in your local English language classroom.

2. Your Discourses (1 ¶)
a. Describe one or more Discourses that you belong to.
b. Connect these Discourses to your own experiences and identity

3. Your Students’ Discourses (1 ¶)
a. Describe one or more Discourses that one of your students belongs to. Consider focusing on your student
b. Connect these Discourses to your students’ experiences and identity.

4. Excerpt of Classroom Talk (1 page)
a. Approximately 1 minute of talk recorded and transcribed.
b. If recording is not available then a detailed write up from observational notes of approximately 1 minute of talk is acceptable.
c. This talk should ideally include your focus student and yourself but at least should includeyour focus student engaged in class time talk (with peers and/or instructor).
d. Place in an appendix after the references using APA.

5. Privilege (1-2 ¶)
a. Is there reason to believe that a Discourse of which you are a
member advantages you or your group over your focus student?
b. Reflect on the excerpt of classroom talk, is there a reason to believe that one Discourse is privileged over another?
c. Cites the excerpt of classroom talk and published work where appropriate.

6. Resistance (1-2 ¶)
a. Is there reason to believe that your focus student may resist one or more of the Discourses you occupy in the classroom?
b. Reflects on why whomevers Discourse is not privileged in the excerpt of classroom talkresist?
c. Cites the excerpt of classroom talk and published work where appropriate.

7. General Strategy (1 ¶)
a. Presents one general instructional strategy to facilitate students understanding of
Discourses at a meta-level and to transform
Discourses based on larger cultural and historical understandings
b. Cites published work where appropriate.

8. Specific Activity (1 ¶)
a. Explains at least one activity or lesson connected to your afore mentioned strategy that would provide the opportunity to both acquire Standard Academic English in addition tocomparing and contrasting Discourses of your focus student to your own (or his/her peersand/or instructor).

9. Conclusion (1 ¶)
a. Summarize your original claims about Discourse privilege, resistance and awareness.
b. Demonstrate critical self reflection on your own meta-knowledge about your Discourses as an English Language educator in your current and/or future local teaching context.