Academic Language Socialization in High School Writing Conferences

Autor/in	Gilliland, Betsy
Titel	Academic Language Socialization in High School Writing Conferences
Quelle	In: Canadian Modern Language Review, 70 (2014) 3, S.303-330 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.1753
Schlagwörter	Multilingualism; Academic Discourse; High School Students; English (Second Language); Second Language Learning; Second Language Instruction; Socialization; Discourse Analysis; Oral Language; Ethnography; Writing (Composition); Language Usage; Teacher Student Relationship; Secondary School Students; California + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Discourse; Diskurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Socialisation; Sozialisation; Diskursanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Ethnografie; Schreibübung; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Kalifornien
Abstract	This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author argues that teachers' oral responses during writing conferences can either scaffold or deter students' socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners' academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students' language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students' discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10