Protestation & Piggybacking: Strategic Participation in an ESL Book Group

Autor/in	Ridley, Jackie
Titel	Protestation & Piggybacking: Strategic Participation in an ESL Book Group
Quelle	In: Literacy Research and Instruction, 62 (2023) 4, S.327-349 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ridley, Jackie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2022.2130116
Schlagwörter	English (Second Language); Second Language Instruction; Books; Clubs; Group Discussion; Grade 4; Grade 5; Elementary School Students; After School Programs; Immigrants; English Language Learners; Relevance (Education); Language Usage + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Book; Buch; Monographie; Monografie; Club; Klub; Gruppendiskussion; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Immigrant; Immigrantin; Immigranten; Relevance; Relevanz; Sprachgebrauch
Abstract	Research on making connections to texts has largely explored how making text connections supports reading comprehension. However, less attention has been paid to how readers make text connections through talk and in interaction during text-based discussions. In this study, I explore how text connections were co-constructed between students and their teacher in an English as a Second Language book group. Specifically, I look at the content of the connections one focal student made to the text, and how she used language to share these connections during book group meetings. Drawing on positioning theory and microethnographic discourse analysis, findings illuminate the different affordances and constraints of two participation strategies this student used to make text connections: protestation and piggybacking. This study suggests implications for future work on the complex and creative ways young, linguistically diverse readers participate in literacy discussions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01