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Publications (20)
Dialogic teaching is a pedagogical approach that capitalizes on the power of talk to further students' thinking, learning, and problem solving. The construct is often invoked when describing various pedagogies of classroom talk and is the focus of much research in the United Kingdom, the United States, Continental Europe, and elsewhere. Despite its...
This chapter:
● Discusses the importance of considering multiple texts in understanding and supporting adolescent literacies in both academic and everyday contexts of learning and sensemaking.
● Describes classroom discourses and environments that promote the participation and engagement of adolescent readers and writers in the process of accessin...
Teaching students how to think through complex tasks in a deliberate, reflective, and critical manner is an important goal of public schooling as well as literacy education. However, in classrooms, it is typically assumed that the meaning of thinking is established and the way it is taught and learned is straightforward and universally understood....
This article provides pedagogical suggestions that encourage teachers to shift their classroom practices away from only considering monolingual/ monocultural modes of authoring to creating spaces for Korean American and other culturally and linguistically diverse students to explore and express hybrid identities.
Although a growing body of research recognizes the importance of viewing argumentation as a means of understanding rather than combating others, little is known about how teachers cultivate this practice in classroom conversations when teaching argumentation. This study examines how argument can be taught in classroom discourse with an empathizing...
In this article, we present a case of teaching argumentation with a dialogic stance to explore how such teaching shapes what counts of argumentation and engages students in a sophisticated and nuanced understanding of argumentation. Adopting a microethnographic approach to discourse analysis, we closely examine the interactions in one argumentation...
The concept of reflection is ubiquitous in discussions of educational practice and in the teaching and learning of writing (e.g., Hillocks, 1996; Myhill, 2011); yet rarely is reflection defined or interrogated. As Nguyen et al. (2014) note in a review of the 15 most cited authors on reflection from 2008 to 2012, “reflection is a complex construct f...
Perspectives on East and Southeast Asian Folktales is a multidisciplinary examination of folktales that are unfamiliar to Western audiences. Examining folktales from countries like Vietnam, Laos, Cambodia, Burma, China, Japan, and Korea, the contributors consider various aspects: including identity issues, morals, collectivism, violence, scatologic...
A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of...
The intersection of anthropology and education has an intellectual history that can be traced back to the socialization studies of early anthropologists. The evolution of the field can be viewed through three heuristics. Anthropology of education refers to theory building in anthropology; anthropology in education refers to theory building in educa...
This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The edi...
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students’ argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, lis...
