Teacher discourse and agentic generative writing in first grade

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Literacy Pub Date : 2026-05-07 DOI:10.1177/14687984261451101

Kara DeCoursey, Kathleen AJ Mohr

引用次数: 0

Abstract

Teachers play a central role in shaping their classroom learning environments and students’ access to literacy practices. The purpose of this study was to examine one first-grade teacher’s discourse during writing to understand how a teacher implements generative writing instruction and opens us space for student agency. Using sociocultural discourse analysis, data were collected via interviews with the teacher and audio recordings of her discourse during 10 writing sessions. Analyses revealed certain types of discourse and teacher beliefs and characteristics conducive to generative writing opportunities. The study adds to our understanding of the teacher’s role in a classroom writing community, how transcription and composition instruction can coexist, and discursive methods to incorporate generative writing opportunities into early-grade classrooms. This research challenges teachers to reconsider how their discourse may influence students’ writing and agentic opportunities at a time when children are just beginning to develop their writer identities.

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一年级教师话语与代理生成式写作

教师在塑造课堂学习环境和学生获得扫盲实践机会方面发挥着核心作用。本研究的目的是检视一位一年级教师在写作过程中的话语，以了解教师如何实施生成式写作教学，并为学生的自主性打开空间。采用社会文化话语分析，通过对教师的访谈和10次写作会话中教师话语的录音来收集数据。分析揭示了某些类型的话语和教师的信念和特征有利于生成写作的机会。这项研究增加了我们对教师在课堂写作社区中的角色的理解，转录和作文教学如何共存，以及将生成式写作机会纳入低年级课堂的话语方法。这项研究要求教师重新考虑他们的话语如何影响学生的写作和代理机会，因为孩子们刚刚开始发展他们的作家身份。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Literacy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

12.50%

发文量

期刊介绍： Journal of Early Childhood Literacy is a fully peer-reviewed international journal. Since its foundation in 2001 JECL has rapidly become a distinctive, leading voice in research in early childhood literacy, with a multinational range of contributors and readership. The main emphasis in the journal is on papers researching issues related to the nature, function and use of literacy in early childhood. This includes the history, development, use, learning and teaching of literacy, as well as policy and strategy. Research papers may address theoretical, methodological, strategic or applied aspects of early childhood literacy and could be reviews of research issues. JECL is both a forum for debate about the topic of early childhood literacy and a resource for those working in the field. Literacy is broadly defined; JECL focuses on the 0-8 age range. Our prime interest in empirical work is those studies that are situated in authentic or naturalistic settings; this differentiates the journal from others in the area. JECL, therefore, tends to favour qualitative work but is also open to research employing quantitative methods. The journal is multi-disciplinary. We welcome submissions from diverse disciplinary backgrounds including: education, cultural psychology, literacy studies, sociology, anthropology, historical and cultural studies, applied linguistics and semiotics.