Staying in the (Curricular) Lines: Practice Constraints and Possibilities in Childhood Writing

Autor/in	Dyson, Anne Haas
Titel	Staying in the (Curricular) Lines: Practice Constraints and Possibilities in Childhood Writing
Quelle	In: Written Communication, 25 (2008) 1, S.119-159 (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088307309552
Schlagwörter	Urban Schools; Written Language; Ethnography; Grade 1; Childrens Writing; Emergent Literacy; Early Experience; Writing Instruction; Writing Skills; Educational Practices; Classroom Techniques; Instructional Effectiveness; Classroom Communication; Case Studies; Teaching Experience + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Geschriebene Sprache; Ethnografie; School year 01; 1. Schuljahr; Schuljahr 01; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Frühleseunterricht; Frühbeginn; Schreibunterricht; Writing skill; Schreibfertigkeit; Bildungspraxis; Klassenführung; Unterrichtserfolg; Klassengespräch; Case study; Fallstudie; Case Study
Abstract	Young children are growing up in a time when literacy practices and textual productions are in flux. Yet literacy curricula, particularly for those deemed "at risk," are tightly focused on the written language "basics." What are the potential consequences? In this article, the author considers this question, drawing on an ethnographic study of child writing in an urban school site. Using a sociocultural and dialogic frame, she examines first graders' interpretations and negotiations of official writing practices, detailing how these (a) shaped their written language use, including use of time and space, multimodal tools, and expected voices and modeled ideologies and (b) pushed to the sidelines or left in the unofficial child world aspects of their knowledge and know-how, including a breadth of communicative practices and a diversity of graphological symbols. The author concludes with reflections on instructional links among official writing practices, children's literacy experiences, and the "basics" in contemporary times. (Contains 10 figures and 2 notes.) (Author).
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	2017/4/10