Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom

Corella, Meghan

doi:10.1016/j.linged.2019.100755

Cited by 10 publications

(10 citation statements)

References 30 publications

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“…The urgency of involving the social and personal characteristics of students, seeing that this narrow and normative definition of academic language has been described and linguistic competence is often not tested in research on academic language. Particularly relevant to today's study are two (often mutually reinforcing) ideologies that have a long scientific conceptualization of information from academic language: the ideology of intellectual ability and the ideology of social appropriateness (Corella, 2020). From the explanation of the paragraph above, it becomes the basis for the application of learning methods or models that focus on the diversity of students' abilities.…”

Section: Resultsmentioning

confidence: 99%

Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics

Maulani¹,

Abdurrahman²,

Saleh³

et al. 2022

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Aptitude Treatment Interaction (ATI) is used as a learning method that treats differences in student abilities; this is considered appropriate for Nahwu learning. The purpose of this study is to elaborate on Nahwu's learning activities using Aptitude Treatment Interaction (ATI) through the involvement of lecturers and students. This study uses a qualitative approach; the participants are non-Arabic speaking Nahwu students in Indonesia, totaling 40 students. Data collection techniques are using observation, structured interviews, and using questionnaires. The results showed that there were implications for the use of Aptitude Treatment Interaction (ATI) in learning motivation, as indicated by an increase in scores on the evaluation of students' Nahwu understanding abilities and perceptions that showed a good assessment of this method. The recommendation of this research is the preparation of teaching materials based on Aptitude Treatment Interaction (ATI) for Nahwu learning that can be done at universities in Indonesia.

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Section: Resultsmentioning

confidence: 99%

Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics

Maulani¹,

Abdurrahman²,

Saleh³

et al. 2022

View full text Add to dashboard Cite

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“…Indeed, Blair (2016) demonstrated how academic language was both taken up by six Spanish-English bilingual fourth graders in school to demonstrate engagement in learning and used outside of the classroom to, for example, clarify understandings. Furthermore, classroom-focused studies of language-in-use have revealed how learning is supported by a rich linguistic tapestry interwoven by students and teachers, composed of a vivid array of academic and out-of-school ways of talking (Bunch, 2014;Corella, 2020;Lucero, 2012). There is great value in creating classrooms where students, and teachers, can bring to bear their entire linguistic selves to learn while also being supported to develop new language resources (Uccelli & Aguilar, 2018).…”

Section: Key Understanding 1: Comprehending Academic Texts Entails Dementioning

confidence: 99%

“…Importantly, though, developing new academic identities does not need to threaten students’ existing identities. For example, Corella (2020) explored how a second grader made use of academic language resources to index her smartness. The focal student adeptly explored her emergent academic identities in the classroom through her use of taught academic vocabulary (Corella, 2020).…”

Section: Readers’ Academic Language Skills and Social Practices: Thrementioning

confidence: 99%

“…Measures might draw inspiration from research on students’ metatalk and on think‐alouds widely used in prior reading research. For example, Phillips Galloway et al (2015) examined middle school students’ oral reflections on the language of school (or metatalk) elicited through structured teacher questions, revealing how learners strategically elected to use academic langauge based on their perceptions of its value as a resource for positioning in the classroom (e.g., cool, smart, respectful; see also methods used by Corella, 2020). Along these lines, eliciting readers' perceptions of the writer and reader identities implied by a text's academic langauge may offer valuable insights.…”

Section: (Re)conceptualizing Academic Language Comprehension: Implicamentioning

confidence: 99%

“…For example, Corella (2020) explored how a second grader made use of academic language resources to index her smartness. The focal student adeptly explored her emergent academic identities in the classroom through her use of taught academic vocabulary (Corella, 2020). Evident across studies like these is the complexity of this identity work: Academic language was sometimes a useful tool for students to creatively explore and assert new identities and to coordinate shared inquiry but, in other instances, was used to position students outside the learning community.…”

Section: Readers’ Academic Language Skills and Social Practices: Three Key Understandingsmentioning

confidence: 99%

See 2 more Smart Citations

Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding

Galloway

McClain

Uccelli

2020

Reading Research Quarterly

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Merging evidence from psychological models of reading comprehension, ethnographic research on language and literacy, and textual linguistics lines of research, the authors take the position that psychological models of reading comprehension often overlook written language comprehension and production as context‐embedded, sociocultural processes. Using the example of academic language comprehension by middle grade learners, the authors present a series of studies that have informed the science of reading by making visible a precise set of high‐utility academic language skills that support informational text comprehension during middle childhood (ages 9–14). Studies have suggested that these skills develop gradually throughout adolescence and significantly contribute to reading comprehension. Drawing on this research with the goal of informing the science of reading, the authors suggest that academic language comprehension involves for the reader (a) familiarity with a set of academic language forms commonly found in school texts, (b) experience with the sociocultural practices of understanding and using the academic language of text within a particular sociocultural community, and (c) aligning with or resisting the reader identities implied by the language of a text. The authors suggest that innovative research and pedagogical approaches are needed to broaden the conceptualization of language and reading comprehension relations from purely cognitive into one that embraces the reader’s interaction with a text as a sociocultural phenomenon.

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“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts

Aragón,

Corella,

Lang

2024

Reading Research Quarterly

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Despite recent calls to more fully incorporate multimodal perspectives into literacies research, there is still limited scholarship examining how students critically engage in reading activities by drawing on embodied practices. Racially and linguistically minoritized students are particularly disadvantaged by dominant logocentric and developmentalist approaches, which privilege oral and written discourse and often position these students as less capable of performing complex literacy practices. Drawing from three independent ethnographic studies, our multimodal interactional analysis examines how students of a range of ages and raciolinguistic backgrounds use embodied actions and other semiotic resources to agentively navigate text, task, and ideological constraints in activities involving reading and analyzing texts. Our analysis demonstrates the crucial role of students' embodied practices in expanding upon and challenging the constraints of literacy activities, focusing particularly on how students leveraged epistemic stance‐taking, embodied affective responses, and embodied forms of argumentation to negotiate and co‐construct meaning. Through a focus on embodied agency, this paper presents and applies an interactional perspective on the embodied nature of literacy activities; shows how students' creative mobilizations of embodied and other semiotic resources contribute to their critical readings of texts; and offers pedagogical and methodological implications for ways educators and researchers can attend to the intricacies of students' embodied sense‐making in literacy activities.

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Talking “smart”: Academic language and indexical competence in peer interactions in an elementary classroom

Cited by 10 publications

References 30 publications

Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics

Implementation of Aptitude Treatment Interaction (ATI) in Nahwu Learning: Identification of Student Ability Characteristics

Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding

“They're Like Slash”: Multimodality and Embodied Agency in Students' Critical Engagements with Texts

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