Co-Constructing Agency: Weaving Academic Discussion

Autor/inn/en	Meston, Heather M.; Phillips Galloway, Emily; Barrack, K. Addison
Titel	Co-Constructing Agency: Weaving Academic Discussion
Quelle	In: Reading Teacher, 76 (2022) 1, S.23-33 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meston, Heather M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2111
Schlagwörter	Discussion; Personal Autonomy; Elementary School Students; Bilingual Students; Student Development + Suchen Sie Ihr Suchwort? Diskussion; Individuelle Autonomie
Abstract	Academic discussion can create space for student voice and active negotiation of text meaning in the classroom. However, teachers hoping to use academic discussion may find it difficult to draw learners into these discussions if students do not feel a sense of agency--a particular concern for multilingual students or those designated as having limited or interrupted formal education, who may have shorter histories of participation in classroom discourse. In this article, we draw on observation, artifact, and interview data to explore an upper-elementary classroom of newcomer multilingual learners, where reflexive academic discussion serves as a foundational element of exploring and developing students' agency. The authors present instructional approaches reading educators can use to weave together reflexive and text-focused academic discussion in support of students' developing agency. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01