DOCSLIB.ORG

Linguistic Diversity: a Qualitative Analysis of Foreign Language Teachers' Category Assembly

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Linguistic Diversity: a Qualitative Analysis of Foreign Language Teachers' Category Assembly Linguistic Diversity: A qualitative analysis of foreign language teachers' category assembly Melinda Dooly Owenby TESI DOCTORAL DIRIGIDA PER DRA. LUCI NUSSBAUM DEPARTAMENT DE DIDÀCTICA DE LA LLENGUA, LA LITERATURA I LES CIÈNCIES SOCIALS UNIVERSITAT AUTÒNOMA DE BARCELONA ABRIL 2005 Acknowledgments The list of people to whom I owe infinite gratitude for their help and support during the conception, development and finalizing of this research is much too long to include here. Hopefully each and every one of them are aware of how grateful I am to them. Particular thanks must be given to my family. Their unflagging encouragement and patience have been the basis of my survival during the years spent on this research. Special mention goes to my mother for her infinite patience, emotional and mental support and superior baby-sitting skills. Also I must thank my father for all his time, energy, effort and boundless wit. He has gone far beyond the call of duty, providing me with excellent suggestions and intriguing ideas and challenges. Needless to say, a special thanks must go to Pablo and Joel for all their patience with me. And of course, I owe a special note of thanks to Luci; without her insight, timely comments and criticisms this never would have been written. She has often been responsible for raising new issues and helping to relate theory to practice so that I might clearly see my way to the end of this project. Needless to say, I alone am responsible for errors and omissions which can be found herein. Seek first to understand and then to be understood. Most people do not listen with the intent to understand: they listen with the intent to reply. They’re filtering everything through their own paradigms, reading their autobiography into other people’s lives. -Stephen R. Covey; The Seven Habits of Highly Effective People Two mice sat in their hole watching Cat lurk outside. "I know how to make Cat go away," said the first mouse. "How?" the second mouse asked in surprise. "Watch! Bow, wow!!!" barked the first mouse. Peering through their hole in the wall, they saw Cat running away in fear. "Ah, see the benefit of knowing another language!" -Anonymous (http://www.comedy-zone.net/jokes/laugh/education/student4.htm) Introduction ....................................................................................................... 8 i. Research Context: Immigration as the backdrop for a socially constructed understanding of diversity ............................................................................. 8 ii. Foreign language teaching as a tool for integration ................................ 10 iii. Starting point of research: diversity seen as an obstacle........................ 12 iv. Research type: finding a balance between objectivity and reliability.... 14 v. Research approach: a diverse framework for dealing with diversity ...... 17 Chapter I. Beliefs, perspectives and categorizations ...................................... 25 1.1. The Pygmalion effect seen from a different paradigm......................... 25 1.2. Literature review of teacher expectations............................................. 32 1.3. Categorization as related to teacher expectations................................. 40 1.4. Literary Review of Categorization Changes ........................................ 47 1.5. Ethnomethodology................................................................................ 53 1.6. Bakhtin: Contributions to the stock of knowledge............................... 57 Chapter II. Membership Categorization Analysis .......................................... 66 2.1 What is Membership Categorization Analysis? .................................... 66 2.2. How does MCA work? ......................................................................... 69 2.2.1. Recognizability and shared agreement of sense ............................ 71 2.2.2. Background expectancies (scheme of interpretation) .................... 72 2.2.3. Indexicality, relevance and orientation .......................................... 73 2.2.4. Consequentiality............................................................................. 74 2.2.5. Accountability and normative backdrop........................................ 75 2.3. Achieving meaning through “gaps” ..................................................... 76 2.4. Social construction of meaning does not mean absolution of the individual ..................................................................................................... 78 2.5. Comparison of MCA with other socially situated language theories... 79 2 2.5. How is Membership Categorization Analysis relevant to teachers’ perspectives? ................................................................................................80 Chapter III. Becoming aware of diversity.......................................................82 3.1. What is meant by diversity? -- Creating the “Other” ...........................82 3.2. Some types of different-language situations.........................................84 3.3. Value attributed to language .................................................................88 3.4. Language Awareness ............................................................................89 3.5. Reflective Teachers...............................................................................91 Chapter IV. Foreign language teachers’ roles: a threshold to the future ........97 4.1. Reasons that the FL teacher’s role must include an understanding of linguistic diversity........................................................................................97 4.1.1 FL Teachers as cultural mediators...................................................98 4.1.2. Multicultural education and language teachers............................101 4.2 Implications of changes in FL teachers’ roles .....................................103 Chapter V: Research objectives ....................................................................105 Chapter VI: Research Paradigm for the approach.........................................109 6.1.1. Contextualizing the researcher and the research approach ..........111 6.2. Kuhnian shifts of paradigm & qualitative research ............................112 6.2.1. Paradigm shifts .............................................................................112 6.2.2. Seeking a paradigm shift: qualitative analysis as the key............113 6.3. Some clarifications about the data compilation process.....................115 6.3.1. Some theoretical and ethical considerations of audio recording & use of students’ journals .........................................................................116 7.1. Setting and subject groups ..................................................................118 7.2. Data .....................................................................................................118 7.3 Visual aides and texts used for setting up dialogues ...........................119 7.3.1. Descriptions of tasks ....................................................................119 7.3.2. Researcher’s role in tasks .............................................................123 7.4. Journals ...............................................................................................124 3 7.5. Classroom discussions........................................................................ 125 7.6. Explanation of the Catalogue of Category Assembly ........................ 125 7.7. The use of an approach similar to triangulation in the research framework.................................................................................................. 127 7.8. Data analysis procedure...................................................................... 129 7.9. Transcript key .................................................................................... 131 Chapter VIII. Dialogue analysis................................................................... 134 8.1. Preliminary data selection................................................................... 134 8.1.1. Catalogue of category assembly................................................... 134 8.1.2. Categorizations and agency.......................................................... 140 8.2. Accountability and normatives: establishing the framework of “normal”..................................................................................................... 145 8.2.1. Accountability and orientation..................................................... 146 8.2.2. Recognizability of “normal” ........................................................ 149 8.3. Consequentiality and relevancy according to physical features......... 155 8.3.1. Context: Awareness of their student role..................................... 163 8.4 Categorization of “other”.................................................................... 167 8.4.1. Physical features as attributes of “other” ..................................... 167 8.4.2. “Living ideologies”: a resource for category assembling and accounting .............................................................................................. 170 8.4.3. Geographical categorizations as a construct of “other”............... 171 8.4.4. Resolving ambiguity about “normal” versus “other” through category assembling ............................................................................... 173 8.5. CBA’s (category-bound activities) of the multilinguistic student: strong and weak recognisability
Load more

Recommended publications
  • The Art of Thinking Clearly
    For Sabine The Art of Thinking Clearly Rolf Dobelli www.sceptrebooks.co.uk First published in Great Britain in 2013 by Sceptre An imprint of Hodder & Stoughton An Hachette UK company 1 Copyright © Rolf Dobelli 2013 The right of Rolf Dobelli to be identified as the Author of the Work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means without the prior written permission of the publisher, nor be otherwise circulated in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser. A CIP catalogue record for this title is available from the British Library. eBook ISBN 978 1 444 75955 6 Hardback ISBN 978 1 444 75954 9 Hodder & Stoughton Ltd 338 Euston Road London NW1 3BH www.sceptrebooks.co.uk CONTENTS Introduction 1 WHY YOU SHOULD VISIT CEMETERIES: Survivorship Bias 2 DOES HARVARD MAKE YOU SMARTER?: Swimmer’s Body Illusion 3 WHY YOU SEE SHAPES IN THE CLOUDS: Clustering Illusion 4 IF 50 MILLION PEOPLE SAY SOMETHING FOOLISH, IT IS STILL FOOLISH: Social Proof 5 WHY YOU SHOULD FORGET THE PAST: Sunk Cost Fallacy 6 DON’T ACCEPT FREE DRINKS: Reciprocity 7 BEWARE THE ‘SPECIAL CASE’: Confirmation Bias (Part 1) 8 MURDER YOUR DARLINGS: Confirmation Bias (Part 2) 9 DON’T BOW TO AUTHORITY: Authority Bias 10 LEAVE YOUR SUPERMODEL FRIENDS AT HOME: Contrast Effect 11 WHY WE PREFER A WRONG MAP TO NO
    [Show full text]
  • Erotic Language As Dramatic Action in Plays by Lyly and Shakespeare
    ABSTRACT Title of Dissertation: EROTIC LANGUAGE AS DRAMATIC ACTION IN PLAYS BY LYLY AND SHAKESPEARE Gillian Knoll, Doctor of Philosophy, 2012 Dissertation directed by: Professor Theodore B. Leinwand Department of English This study closely examines the language of desire in the dramatic works of John Lyly and William Shakespeare, and argues that contemplative and analytical speeches about desire function as modes of action in their plays. Erotic speeches do more than express desire in a purely descriptive or perlocutionary capacity distinct from the action of the play—they incite, circulate, and create eros for characters, exposing audiences to the inner workings of the desiring mind and body. For many of Lyly’s and Shakespeare’s characters, words come to constitute erotic experience. My approach to dramatic language draws from the work of cognitive linguists such as George Lakoff and Mark Johnson who argue that our basic conceptual system, according to which we think, speak, and act, is metaphorical in nature. My focus on primary metaphors, which are based on sensorimotor experience, foregrounds the interdependence of erotic language and early modern notions of embodiment. Since language, thought, and action are all subject to this embodied metaphorical system, conceptual metaphors allow Lyly and Shakespeare to dramatize the often invisible, paradoxical, and potentially unknowable experience of erotic desire. My understanding of language as dramatic action derives from a theory about the attribution of human motives that Kenneth Burke, in The Grammar of Motives (1945), called dramatism. Burke uses five key terms to address human motivation—Act, Scene, Agent, Agency, Purpose—and I in turn use each of these terms to make sense of erotic desire on the early modern stage.
    [Show full text]
  • Quantitative Methods
    Empirical Methods Empirical Methods t= a +b Research Landscape • Quantitative = Positivist/post-positivist approach – Evaluate hypotheses via experimentation • Qualitative = Constructivist approach – Build theory from data Overview: Empirical Methods • Wikipedia – Any research which bases its findings on observations as a test of reality – Accumulation of evidence results from planned research design – Academic rigor determines legitimacy • Frequently refers to scientific-style experimentation – Many qualitative researchers also use this term Positivism • Describe only what we can measure/observe – No ability to have knowledge beyond that • Example: psychology – Concentrate only on factors that influence behaviour – Do not consider what a person is thinking • Assumption is that things are deterministic Post-Positivism • A recognition that the scientific method can only answer question in a certain way • Often called critical realism – There exists objective reality, but we are limited in our ability to study it – I am often influenced by my physics background when I talk about this • Observation => disturbance – We can’t test everyone and everything • We are just accumulating evidence. Implications of Post-Positivism • The idea that all theory is fallible and subject to revision – The goal of a scientist should be to disprove something they believe • The idea of triangulation – Different measures and observations tell you different things, and you need to look across these measures to see what’s really going on • The idea that biases can creep into any observation that you make, either on your end or on the subject’s end Experimental Biases in the RW • Hawthorne effect/John Henry effect • Experimenter effect/Observer-expectancy effect • Pygmalion effect • Placebo effect • Novelty effect Hawthorne Effect • Named after the Hawthorne Works factory in Chicago • Original experiment asked whether lighting changes would improve productivity – Found that anything they did improved productivity, even changing the variable back to the original level.
    [Show full text]
  • The Purpose of This Research Was to Study Expectations of Elementary School Children in Two Ways: Experimentally and Observationally
    DOCUMENT RESUME ED 102 437 CG 009 427 AUTHOR Entwisle, Doris R.; And Others TITLE 'Expectation Theory in the Classroom. Final Report. INSTITUTION Johns Hopkins Univ., Baltimore, Md. Dept. of Social Relations. SPONS AGENCY Office of Education (DHEN) , Washington, D.C. BUREAU NO 1-0034 PUB DATE Jun 74 GRANT OEG-3-71-0122 NOTE 437p. EDRS PRICE MP-$0.76 HC-$22.21 PLUS POSTAGE DESCRIPTORS *Behavior Development; Elementary Education; *Elementary School Students; *Expectation; Grades (Scholastic); *Individual Development; *Performance; Research Projects; Theories ABSTRACT The purpose of this research was to study expectations of elementary school children in two ways: experimentally and observationally. Expectations may be roughly defined as a child's ideas of his own ability at a particulartask. From the data it appears that childrens'expectations could be raised experimentally by a suitable adult and high expectations in one area generalize into other unrelated areas. The experiments aresummarized in a number of published articles reproduced herein andlisted in the bibliography. The observational data focus on children infirst and second grades in a white middle-class school and in anintegrated lower class school. From the time they enterschool individual children are followed to see how their expectations fortheir own performance in reading, arithmetic, and conductdevelop. Their expectations, and their parents' expectations for them, are repeatedly measured. Children in both places have, onthe average, very high expectations for themselvesbefore they get a report card, higher than their parents..These expectations do notdiminish much when marks are lower than expected; in fact forthe majority, expectations are maintained over first grade. Childrenwhose marks improve are likely to be those whose expectations exceededmarks.
    [Show full text]
  • Pygmalion Effect”: Teacher Expectations and Student Achievement
    www.ccsenet.org/ies International Education Studies Vol. 4, No. 1; February 2011 A Case Study of the “Pygmalion Effect”: Teacher Expectations and Student Achievement Jie Chang English Department, Beijing Institute of Petrochemical Technology Qingyuan North Road, Beijing 106217, China E-mail: [email protected] Abstract The “Pygmalion effect” usually refers to the fact that people, often children ,students or employees, turn to live up to what’s expected of them and they tend to do better when treated as if they are capable of success(Wikipedia, the free encyclopedia). However, the positive teaching expectations do not necessarily lead to high student achievement. The case of the learners majoring in thermodynamics matches “anti-Pygmalion-effect” phenomena, showing that in educational domain, it is not always the case that “you get what you expect.” Student motivation, enthusiasm and achievement are influenced by multiple factors besides teacher expectation. Keywords: Pygmalion effect, Expectation 1. Introduction: the Pygmalion effect in educational research Pygmalion first appeared in Greek mythology as a king of Cyprus who carved and then fell in love with a statue of a woman, which Aphrodite brought to life as Galatea. Much later, George Barnard Shaw wrote a play, entitled Pygmalion, about Lisa Doolittle, the cockney flower girl whom Henry Higgins, the gentleman turns bets he can turn into a lady. Nowadays, the “Pygmalion effect” usually refers to the fact that people, often children ,students or employees, turn to live up to what’s expected of them and they tend to do better when treated as if they are capable of success(Wikipedia, the free encyclopedia).
    [Show full text]
  • The Pygmalion Effect: Proving Them Right
    The Pygmalion Effect: Proving Them Right getpocket.com/explore/item/the-pygmalion-effect-proving-them-right The Pygmalion Effect is a powerful secret weapon. Without even realizing it, we can nudge others towards success. In this article, discover how expectations can influence performance for better or worse. How Expectations Influence Performance Many people believe that their pets or children are of unusual intelligence or can understand everything they say. Some people have stories of abnormal feats. In the late 19th century, one man claimed that about his horse and appeared to have evidence. William Von Osten was a teacher and horse trainer. He believed that animals could learn to read or count. Von Osten’s initial attempts with dogs and a bear were unsuccessful, but when he began working with an unusual horse, he changed our understanding of psychology. Known as Clever Hans, the animal could answer questions, with 90% accuracy, by tapping his hoof. He could add, subtract, multiply, divide, and tell the time and the date. Clever Hans could also read and understand questions written or asked in German. Crowds flocked to see the horse, and the scientific community soon grew interested. Researchers 1/7 studied the horse, looking for signs of trickery. Yet they found none. The horse could answer questions asked by anyone, even if Von Osten was absent. This indicated that no signaling was at play. For a while, the world believed the horse was truly clever. Then psychologist Oskar Pfungst turned his attention to Clever Hans. Assisted by a team of researchers, he uncovered two anomalies.
    [Show full text]
  • Enhancing Human Performance. Issues, Theories, and Techniques. INSTITUTION National Academy of Sciences - National Research Council, Washington, DC
    DOCUMENT RESUME ED 296 127 CE 050 411 AUTHOR Druckman, Daniel, Ed.; Swets, John A., Ed. TITLE Enhancing Human Performance. Issues, Theories, and Techniques. INSTITUTION National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. REPORT NO ISBN-0-309-03787-5 PUB DATE 88 NOTE 306p. AVAILABLE FROMNational Academy Press, 2101 Constitution Avenue, NW, Washington, DC 20418 (Hardcover--ISBN-0-309-03792-1: $32.50; paperbound: $22.50; 5-24 copies: 15% discount; 25-499 copies: 25% discount). vlB TYPE Books (010) -- Reports - Research/Technical (143) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Adult Education; *Cognitive Development; Group Dynamics; Influences; Interpersonal Relationship; *Learning Strategies; *Learning Theories; Motor Development; *Performance; *Psychomotor Skills; *Stress Management IDENTIFIERS Parapsychology ABSTRACT This report describes the activities, findings, and conclusions of a committee that examined the potential value of techniques proposed to enhance human performance. Chapter 1 provides the context for the study and the Army's interest in enhancing performance, characterizes particular techniques, and iT.roduces general issues in evaluating them. Chapter 2 presents findings about the techniques examined and conclusions about appropriate evaluation procedures. Chapter 3 treats the relevant evaluation issues more systematically and presents the committee's philosophy of evaluation. Chapters 4-8 deal with particular techniques
    [Show full text]
  • Szumskikarwowski2020.Pdf
    Contemporary Educational Psychology 59 (2019) 101787 Contents lists available at ScienceDirect Contemporary Educational Psychology journal homepage: www.elsevier.com/locate/cedpsych Exploring the Pygmalion effect: The role of teacher expectations, academic T self-concept, and class context in students’ math achievement Grzegorz Szumskia,1, Maciej Karwowskib,1 a Department of Education, University of Warsaw, Mokotowska 16/20 St., 00-561 Warsaw, Poland b Institute of Psychology, University of Wroclaw, ul. Dawida 1, 50-527 Wroclaw, Poland ARTICLE INFO ABSTRACT Keywords: Teacher expectancy effect (TEE) also known as the Pygmalion effect is a classic, yet still controversial phe- Teacher expectancy effects nomenon within educational psychology. In this paper, we examine TEE in a longitudinal study on a large Pygmalion sample (N = 1488) of Polish middle-school students and their teachers. Consistent with TEE, teachers’ higher Inclusive classes expectations were positively related to students’ math achievement three semesters later, even after controlling Math self-concept for initial achievement. Students’ academic self-concept in math partially mediated the observed effect: teachers’ Math achievement higher expectations translated into higher students’ academic self-concept, which consequently predicted their higher math achievement. Importantly, TEE was observed not only on the level of individual students, but also on class level. Higher expectations of the entire class improved individual achievements of students in these classes. Teachers’ higher expectations in relation to the potential of classes were observed in classes with higher average socioeconomic status and those without or with only very few students with disabilities. We discuss these findings in light of the mechanisms ofTEE. 1. Introduction 1983; Harris & Rosenthal, 1985).
    [Show full text]
  • The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion
    The Power of the Pygmalion Effect Teachers Expectations Strongly Predict College Completion By Ulrich Boser, Megan Wilhelm, and Robert Hanna October 6, 2014 People do better when more is expected of them. In education circles, this is called the Pygmalion Effect.1 It has been demonstrated in study after study, and the results can sometimes be quite significant. In one research project, for instance, teacher expecta- tions of a pre-schooler’s ability was a robust predictor of the child’s high school GPA.2 Raising student expectations has been in the news a lot recently as part of a larger conver- sation about improving learning outcomes. Most notably, a group of states have developed the Common Core State Standards, which go a long way toward establishing higher standards by setting out what students should know and be able to accomplish in reading and math. More than 40 states have adopted the standards so far. Recently, however, there has been a great deal of political pushback against them; a number of states, including Oklahoma, recently abandoned the reform effort.3 The importance of the Pygmalion Effect To look at the issue of expectations more closely, we analyzed the National Center for Education Statistics’ Education Longitudinal Study, or ELS, which followed the progression of a nationally representative sample of 10th grade students from 2002 to 2012.4 The ELS has a longitudinal design, which allows researchers to link teacher expectations to indi- vidual student data collected up to 10 years later. For some findings, we conducted a logistic regression of students’ actual academic outcomes on teachers’ expectations.
    [Show full text]
  • The Application of Pygmalion Effect in the Work of University Teachers Li Yuan Shandong Institute of Commerce & Technology [email protected]
    2019 9th International Conference on Education and Social Science (ICESS 2019) The Application of Pygmalion Effect in the Work of University Teachers Li Yuan Shandong Institute of Commerce & Technology [email protected] Keywords: Pygmalion Effect; Colleges and Universities; The Work of University Teachers Abstract. For the education and student management work, the application of Pygmalion Effect has a great enlightenment to promote the students' success. It is of great significance to apply the " Pygmalion Effect " properly in the work of college students' education, to promote the positive energy of college teachers' work and to lead students to make positive progress. If the positive psychological intervention can be skillfully applied in the management of college students, it will be able to better guide the positive, comprehensive and healthy development of college students, and transport senior professional talents for the society. Introduction American psychologist Frum put forward the famous “Pygmalion Effect Theory" in 1964, he believed that people’s level of motivation or motivation will be the greatest when they have the possibility to achieve the expected goal, and to achieve this kind of goal is very important. For the student education management work, the good application of expectation effect has a great inspiration to promote the development of students. Pygmalion Effect The Pygmalion Effect is also called the expectation effect or the Rosenthal Effect. Pygmalion, king of Cyprus, was a famous sculptor. He carefully carved a lovely young girl out of ivory. He fell deeply in love with this "girl", he is very eager to marry this "girl" as his wife.
    [Show full text]
  • The Pygmalion Effect How Leaders and Managers Can Create a Virtuous Cycle of Self-Fulfilling Prophecies by Sherman Morrison
    The Pygmalion Effect How Leaders and Managers Can Create a Virtuous Cycle of Self-Fulfilling Prophecies By Sherman Morrison TalentManagement360 gives you in-depth analysis of recruitment, retention, performance, compensation, learning, coaching, succession, leadership and more with real world case studies, product reviews and interviews with experts. Telania LLC | TalentManagement360 173 Sears Avenue, Suite 282 Louisville, KY 40207 (877) 624-7226 • [email protected] • http://www.talentmanagement360.com CONTENTS INTRODUCTION EXPECTATIONS AND SELF-FULFILLING PROPHECIES THE ROLE OF BELIEFS IN THE PYGMALION EFFECT HITTING THE SWEET SPOT OF THE PYGMALION EFFECT CONCLUSION ENDNOTES Introduction Pygmalion was a legendary figure from Cyprus. In Greek mythology, he was a sculptor who fell in love with the statue of a beautiful woman he created. His work was so fair and realistic that all other real women paled in comparison. He so wished her to be real that when he kissed the statue, its lips felt warm to him. Galatea, as he called the statue, was alive! In essence, the Pygmalion effect is about the power of self-fulfilling prophecies, creating a virtuous cycle of positive expectations that affect those around you. If your expectations are negative and negative outcomes result, this is referred to as the golem effect. The ancient myth of Pygmalion received an update when George Bernard Shaw wrote a play by the same name in which phonetics professor Henry Higgins takes it upon himself to attempt to improve the language and speech of Eliza Doolittle, a poor flower girl with a very strong Cockney accent. Higgins fully expects he can transform Eliza into a seemingly well-bred, well-spoken lady, and with persistence he succeeds.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE WE STILL TELL STORIES: AN EXAMINATION OF CHEROKEE ORAL LITERATURE A Dissertation SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Leslie D. Hannah Norman, Oklahoma 2003 UMI Number 3075331 UMI UMI Microform 3075331 Copyright 2003 by ProQuest Information and Leaming Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Artx)r, Ml 48106-1346 © Copyright by Leslie D.
    [Show full text]