Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom
Document Type
Article
Publication Date
4-2019
Digital Object Identifier (DOI)
https://doi.org/10.1016/j.linged.2019.02.002
Abstract
- National studies associate dialogic discourse with achievement gains.
- Prior research has focused on instructional moves like questions and follow-ups.
- Teachers and students collaboratively improvise not only instructional interactions but also classroom identities.
- Teachers and students may improvise identities based on cultural roles associated with routine interactions
Citation / Publisher Attribution
Linguistics and Education, v. 50, p. 36-45
Scholar Commons Citation
Sherry, Michael B.; Dodson, Gretchen M.; and Sweeney, Sherridon L., "Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom" (2019). Teaching and Learning Faculty Publications. 69.
https://digitalcommons.usf.edu/tal_facpub/69
