Operationalizing the Access-Voice-Choice Framework for Equitably and Justly Teaching the Language for School Literacy

Autor/in	Phillips Galloway, Emily
Titel	Operationalizing the Access-Voice-Choice Framework for Equitably and Justly Teaching the Language for School Literacy
Quelle	In: Reading Teacher, 77 (2023) 2, S.226-237 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Phillips Galloway, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2239
Schlagwörter	Literacy Education; Middle School Students; Teaching Methods; Access to Education; Vignettes; Language of Instruction; Student Attitudes; Language Usage; Heuristics; Models; Language Skills; Equal Education; Justice + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; Teaching language; Unterrichtssprache; Schülerverhalten; Sprachgebrauch; Heuristik; Analogiemodell; Language skill; Sprachkompetenz; Gerechtigkeit
Abstract	While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle-grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this article, I operationalize the Access-Voice-Choice (AVC) framework and illustrate its application through teaching vignettes. The AVC framework engages educators in considering how to in which language serves as a medium: (1) for giving learners "access" to concepts and content contained in school texts and to the communities where this knowledge is produced; (2) for amplifying student voice; and (3) for providing learners with "choice" in the language they use in the classroom and in the linguistic communities in which they choose to participate. This critical framework offers a useful heuristic model to think about "how" and "why" we teach LSL to our students. I argue that if the goal of our instruction is to develop in students the ability to use language critically and flexibly, we must create the sorts of classrooms that position them as critical and flexible language users from the start. (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