Creating equitable spaces for all learners: Transforming classrooms through biography-driven instructional conversations

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Melissa A. Holmes
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引用次数: 0

Abstract

This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners’ willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers’ situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation.

为所有学习者创造公平的空间:通过传记驱动的教学对话改造课堂
本文运用积极语篇分析的方法对某小学年级教师的语篇实践进行了探讨。它考察了话语是如何被用来邀请和培养学习者分享和最大化其传记的社会文化和语言维度的意愿的。两段教学对话被用来说明教学对话的正式文本属性以及课堂上的社会实践如何影响话语和实例化文化响应/持续教学法。在研究结果中,研究发现,话语将学生定位为知识渊博和有能力的人,使用调解工具和教师的情境反应成为关键的教学实践。结果强调了传记驱动语篇对文化和语言多样性学习者的好处,并说明了积极语篇分析促进社会转型的潜力。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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