The Co-Construction of Biliterate Composing Practices: A Social Literacies Exploration of Writing Interactions in a Second-Grade, English-Medium Classroom

Autor/in	Rowe, Lindsey Wells
Titel	The Co-Construction of Biliterate Composing Practices: A Social Literacies Exploration of Writing Interactions in a Second-Grade, English-Medium Classroom
Quelle	(2022), (234 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Ohio State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2216-2
Schlagwörter	Hochschulschrift; Dissertation; Grade 2; Elementary School Students; Writing Instruction; Writing Processes; Ethnography; Discourse Analysis; English (Second Language); Language of Instruction; Second Language Learning; Bilingualism; Multilingualism; Teacher Role; Classroom Communication; Language Usage; Native Language + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School year 02; 2. Schuljahr; Schuljahr 02; Schreibunterricht; Ethnografie; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Lehrerrolle; Klassengespräch; Sprachgebrauch
Abstract	Emergent bilingual students in the U.S. often attend English-medium schools where their bilingual language resources are ignored and dismissed. Research suggests this is harmful for students, but little empirical work has examined how teachers in English-dominant schools can support students' biliteracy. To address this problem, this qualitative study explores how one second-grade teacher and her multilingual students re-framed their English-dominant classroom to welcome and value bilingual writing. Drawing on a social literacies perspective, I ask: Across the school year, how did adults and children in this classroom construct composing practices that included the use of multiple languages? Using ethnographic methods, I collected several types of qualitative data while observing the classroom writing workshop multiple times a week across one year. These data included fieldnotes, video and audio recordings of teacher lessons and student writing interactions, and photographs of students' texts. Inductive and microethnographic discourse analytic methods were used to identify patterns in biliterate composing practices, and to analyze how these practices were co-constructed by teachers and students across time. Findings show that talk about rationales, or reasons, for biliterate composing was central across the year. Additionally, I found that teachers and student roles in the co-construction of biliterate composing shifted across the year, with teachers taking on a heavy role at the beginning of the year, but students increasingly engaging in biliterate composing across the year. Finally, across-time analyses illustrate how this co-construction occurred through repeated, intercontextual references to previous events. This project contributes to the field by informing educators in English-medium spaces about the specific moves one teacher and her students made to push against monoglossic norms by reframing their classroom as one that valued students' biliteracy. Additionally, findings have implications for how educators theorize the construction of literacy practices across time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01