Reimagining Discourse in the Classroom

Autor/inn/en	Grifenhagen, Jill F.; Barnes, Erica M.
Titel	Reimagining Discourse in the Classroom
Quelle	In: Reading Teacher, 75 (2022) 6, S.739-748 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grifenhagen, Jill F.) ORCID (Barnes, Erica M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2108
Schlagwörter	Classroom Communication; Early Childhood Education; Elementary Education; Literacy Education; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Klassengespräch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht
Abstract	Classroom discourse serves an important role in language, literacy, and other content area learning in early childhood and elementary classrooms. In this article, the authors define discourse as it relates to teaching and learning and overview the background of research on the topic. Then classroom discourse is reconsidered in the current context, including the field's growing understanding of the importance of knowledge for literacy, increasingly diverse student populations, and the rising prevalence of technology for instruction. Two traditional classroom discourse practices, sharing time and small-group discussions, are revisited with these considerations. Suggestions are presented for how educators may update their approach to facilitating these types of discourse activities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01