Socialization to academic language in a kindergarten classroom

Gallagher, Colleen

doi:10.1080/09500782.2015.1118122

Cited by 9 publications

(7 citation statements)

References 29 publications

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“…Likewise, sharing time is most inclusive and culturally sustaining when students’ home language practices are incorporated into the discourse of the classroom (Heath, 1983; Michaels, 1981). Research on this classroom context has connected sharing time to the development of discourse skills including narration and presenting information (Gallagher, 2016; Michaels, 2006).…”

Section: Reimagining Evidence‐based Practicesmentioning

confidence: 99%

Reimagining Discourse in the Classroom

Grifenhagen¹,

Barnes²

2022

The Reading Teacher

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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.

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Section: Reimagining Evidence‐based Practicesmentioning

confidence: 99%

Reimagining Discourse in the Classroom

Grifenhagen¹,

Barnes²

2022

The Reading Teacher

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“…Unlike content area literacy, which promotes the use of general, cross‐curricular strategies for reading and writing (e.g., K‐W‐L chart), disciplinary literacy emphasizes the distinct ways of knowing, doing, and communicating used by scientists, historians, literary critics, and other disciplinary experts to construct knowledge and make meaning in their respective fields (Fang & Coatoam, ; T. Shanahan & Shanahan, ). Although the promotion of such cognitively demanding tasks may seem like a large undertaking for school‐age children, socialization into the registers of school has proven beneficial as early as kindergarten when carried out in developmentally appropriate ways (Gallagher, ).…”

Section: Designing a Course With An Emphasis On Disciplinary Languagementioning

confidence: 99%

Building Disciplinary Language and Literacy in Elementary Teacher Training

Siffrinn¹,

Lew²

2018

The Reading Teacher

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“…At other times an individual child may be called upon to speak, in a very directed way, (typically an answer to a narrowly focused question) or a collective response of some kind might be elicited. Thus even young children are socialized through such pedagogic interactions into a specific academic language register as Gallagher (2016) found through study of 'sharing time'. Here, we can pay attention through detailed transcription of the talk and activities, in association with the visual evidence in order especially to examine the teacher's meaning-making processes, verbal and multimodal, including how she makes use of the text.…”

Section: Rq1: How Are Understandings Of Beavers Communicated By the Tmentioning

confidence: 99%

“…Thus the child, with first the teacher and then her family, collaborates in making meanings evoking multiple timescales and contexts. We will show too how she incorporates many features of the teacher's classroom register in her family oriented narrative, bridging these language socialization practices, a key element of developing an academic register (Gallagher 2016).…”

Section: Introductionmentioning

confidence: 99%

Negotiating citizenship: a young child's collaborative meaning-making constructions of beavers as a symbol of Canada

Gillen

Cameron

2017

Language and Education

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The right to share the social heritage of a nation is an element of citizenship closely associated with education (Marshall [1950]1992). Social heritage is understood as the negotiation of understandings within a dialectical understanding of social practice across multiple timescales. In this paper the meaning-making practices of one young child concerned with beavers as symbols of Canada is studied, using the Day in the Life methodology (Gillen, Cameron, et.al.), across two encounters in one day, the first in 'mat time' at a kindergarten and the second at afternoon tea with her family. The teacher's careful orchestration of the event is analysed, and elements of her structuring of heteroglossic discourses identified. Suhani both demonstrates close attention to certain complexities in her subsequent family dialogues and expands her narrative with imagined additional elements. The paper contributes to our understanding of bridging between the early development of academic discourse registers and home-based narratives (Gallagher 2016). Methodologically, a contribution is made to consideration of processes of transcription, for analytic and dissemination purposes. In conclusion, deepening linguistic ethnography through the use of multimodal methods, we find, with Pagani (2009, 92), 'complexes of representations and practices' in the negotiation of citizenship through daily life routines.

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Socialization to academic language in a kindergarten classroom

Cited by 9 publications

References 29 publications

Reimagining Discourse in the Classroom

Reimagining Discourse in the Classroom

Building Disciplinary Language and Literacy in Elementary Teacher Training

Negotiating citizenship: a young child's collaborative meaning-making constructions of beavers as a symbol of Canada

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