Academic Language Socialization in High School Writing Conferences

Gilliland, Betsy

doi:10.3138/cmlr.1753

Cited by 19 publications

(5 citation statements)

References 31 publications

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“…The data analyzed here were collected in an ethnographic study of three English language development and language arts classes at Willowdale High School, located in a small city in central California, during the 2009-10 school year. I observed and audio-recorded class sessions, collected documents and student work, and interviewed teachers and focal students to examine the ways that multilingual adolescents learned to write and to use academic language through oral interactions with their classroom teachers (Gilliland, 2014(Gilliland, , 2015. As a high school junior, Ivan was one of four focal students in an advanced English language development class called "Transitions to English," taught by Evelyn Chou.…”

Section: Methodsmentioning

confidence: 99%

Against the Odds: Literacy Sponsorship in One Migrant Student’s Trajectory to College

Gilliland¹

2018

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Ivan (pseudonym), the son of Mexican migrant farmworkers, rarely spent more than six months in the same school and by high school was still classified as an English language learner. This article traces Ivan's experiences as a language learner and writer, telling his story in his own words through his writing and ethnographic data collected during his junior year of high school and his first year of college. I examine how literacy sponsors (Brandt, 2001) helped or impeded his reading and writing as he worked to change his life. Through Ivan's writing and oral reflections, I argue that rather than solely supporting their reading and writing development, literacy sponsors for immigrant second language writers support learners as a whole. Central to Ivan's evaluation of his literacy sponsors is the role of caring relationships-or lack thereof-that endured longer than the technical literacy skills he learned from any one sponsor. _______________ IVAN'S NARRATIVE OF "CHANGE" "Ivan go outside and take out the trash." My mom said. "I'm not taking nothing outside. I'm going with my friends to hang out. Bye." "Ivan, come back or I'm going to call your dad." "I don't care." She slammed the door and I went outside. A few years ago I was doing very bad. My life was on the wrong track. I was in a gang and I was also using drugs. I was very disobedient to my parents and very irresponsible. I didn't care about school or my life in general. However, later on, something happen that made me change the way I look at life. Before my attitude change I was with the wrong crowd. I was part of a gang fighting for insignificant things, like colors. The color that I was wearing was blue. Last year four of my friends and me were going to the store and a black car parked outside the store. Four guy came out the car wearing red that color was the color we hated. One of my friends said, "hey you norputa what are you looking at." The other guy star hitting my friend so we jump in and it was all against all. After 3 minutes passed somebody called the police and we ran to one of my friends house. When we got there we started drinking beer and at night I went home. I didn't care about the trouble I was getting into. One day in school I got into a fight just because the other guy was staring at me. The security took me to the office. In the vice principal office were two guy with a bag that say gang unit. They took me to the office and I was introduce to a gang unit officer. He told me "[Ivan] what are you think with that personality you are going to ruin your life. Here is my card call me anytime." The next day I call him and we were talking. He told me, "Theres people who do stupid thing and go to prison for live. I just had a case were a 14 year old boy went to prison for life." That really got me scared and

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Section: Methodsmentioning

confidence: 99%

Against the Odds: Literacy Sponsorship in One Migrant Student’s Trajectory to College

Gilliland¹

2018

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“…Much like written scaffolds, verbal instruction from a teacher or peer can support aspects of students’ writing, such as evidence use in arguments (Hemberger, Kuhn, Matos, & Shi, ), and for English learners, the development of content knowledge and related vocabulary (Linares, ). For English learners specifically, teacher moves such as modeling target language forms and validating correct language use have been identified as effective scaffolding tactics (Gilliland, ). Important as these findings are, they are based on conclusions about teachers’ work holistically, not in relation to specific students’ needs.…”

Section: Literature Reviewmentioning

confidence: 99%

Scaffolding Students’ Writing Processes Through Dialogic Assessment

Beck¹,

Jones²,

Storm³

et al. 2020

J Adolescent & Adult Lit

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If you are seeking a better way to give feedback to student writers, dialogic writing assessment may be for you. E ducation leaders are showing new interest in personalized learning and assessment (Barnum, 2018). For teachers of literacy, this shift is an opportunity to consider formative writing assessment practices anew. In this article, we explore the potential of dialogic writing assessment (Beck, 2018) to provide such opportunities through individualized scaffolding of students' writing processes. Dialogic writing assessment is an approach to conducting writing conferences that unites conversation with what is traditionally known as thinking aloud. It foregrounds students' composing processes to reveal and address the obstacles that interfere with those processes: The teacher encourages students to verbalize their composing processes and then attempts to support those processes with prompts and questions. These prompts and questions, along with written materials that the teacher offers during the session, act as scaffolds for students' writing processes.Scaffolding (Wood, Bruner, & Ross, 1976) of literacy processes can enhance students' capacity for meaning making (e.g., Hinchman & Chandler-Olcott, 2017). In this article, we present portraits of several teachers' practice to illustrate how skilled interplay between assessment and instruction based on close observation of student writing processes is involved in achieving this goal. Rather than proposing one best way of practicing scaffolding in dialogic writing assessment, we offer multiple examples of practice that we consider noteworthy for demonstrating close alignment between assessment and instruction. We also explore how this scaffolding can be "contextualized…in light of the value systems" (Smagorinsky, 2018b, p. 255) that shape teachers' practice, tracing the ways in which their scaffolding decisions are personally and institutionally specific. We hope that by highlighting the essential role of teacher judgment in matching instruction with learner needs, this depiction will serve as a gentle challenge to one-size-fits-all models of effective writing instruction.We describe the background and contexts of the participating teachers, summarize the design of the study, and offer descriptive portraits of the teachers' work with students. These portraits are designed to answer two research questions:1. How did variation in three teachers' support for students' composing processes in dialogic writing assessment show responsiveness to the students' individual needs?2. How did the teachers' support reflect their goals for writing and their institutional contexts?

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“…Segundo as autoras, os achados mostram que a prática de pesquisa histórica por meio de fontes primárias e de questões baseadas em documentos auxiliam os estudantes no desenvolvimento de Inglês, de vocabulário acadêmico e de conceitos acadêmicos na aprendizagem de história americana (FRÁNQUIZ; SALINAS, 2013, p. 1, tradução minha 19 ). Gilliland (2014), através de uma análise do discurso etnográfica, examinou a socialização da linguagem de escritores adolescentes em uma escola estadunidense de ensino médio. Nesse estudo, a pesquisadora analisou a conversa entre professores e alunos durante encontros de orientação de escrita.…”

Section: Pesquisas Sobre Letramentos Acadêmicos Na Educação Básicaunclassified

Letramentos acadêmicos na educação básica: perspectivas, pesquisas e possibilidades

Silva

2019

Rev. do GELNE

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Os estudos de letramentos acadêmicos se desenvolveram no contexto do ensino superior, principalmente devido às dificuldades de leitura e escrita dos estudantes que chegam à universidade. Este artigo tem o objetivo de discutir os letramentos acadêmicos na educação básica, descrevendo trajetórias e apontando para possibilidades de desenvolvimento do campo. Assim, são trazidas as perspectivas de alguns autores a respeito das práticas de letramento acadêmico no contexto da escola. Depois são apresentados estudos realizados em países da América do Norte e da Europa, que demonstram um campo de estudos bem estabelecido, ao passo que, ao relatar os estudos realizados no Brasil, percebe-se a incipiência do campo. Por fim, são apontadas algumas possibilidades de investigação para desenvolver os estudos de letramentos acadêmicos na educação básica, com destaque para a iniciação científica na escola e para as feiras de ciência. Palavras-chave: Letramentos Acadêmicos; Educação Básica.

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Academic Language Socialization in High School Writing Conferences

Cited by 19 publications

References 31 publications

Against the Odds: Literacy Sponsorship in One Migrant Student’s Trajectory to College

Against the Odds: Literacy Sponsorship in One Migrant Student’s Trajectory to College

Scaffolding Students’ Writing Processes Through Dialogic Assessment

Letramentos acadêmicos na educação básica: perspectivas, pesquisas e possibilidades

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