Literaturnachweis - Detailanzeige
| Autor/in | Rowe, Lindsey W. |
|---|---|
| Titel | Emergent Bilingual Students' Use of Humour in Digital Composing: Academic and Social Work |
| Quelle | In: Journal of Early Childhood Literacy, 22 (2022) 1, S.122-146 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Rowe, Lindsey W.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1468-7984 |
| DOI | 10.1177/1468798420911143 |
| Schlagwörter | Bilingual Students; Humor; Grade 3; Electronic Publishing; Writing (Composition); Peer Relationship; Social Influences; Literacy Education; Elementary School Students; Language Usage; Educational Technology; Technology Uses in Education |
| Abstract | Under dominant, autonomous views of literacy, students' humorous language use during literacy events is often dismissed as 'off task' behaviour. Taking a languaging perspective, this paper considers how third-grade, emergent bilingual students' humorous language use functioned in both 'official' and 'peer' worlds during eBook composing events across one year. Microethnographic analyses of humorous events suggest that students' humorous languaging practices not only supported the work of composing texts but also helped them connect to peers and construct their own and others' social positions within the classroom. Implications for pedagogy, including the importance of creating classroom spaces where students can talk and interact with one another while composing, are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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