Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom

Michael B Sherry, Gretchen M Dodson, Sherridon L Sweeney

Research output: Contribution to journalArticlepeer-review

Abstract

<p> <ul> <li> National studies associate dialogic discourse with achievement gains. </li> <li> Prior research has focused on instructional moves like questions and follow-ups. </li> <li> Teachers and students collaboratively improvise not only instructional interactions but also classroom identities. </li> <li> Teachers and students may improvise identities based on cultural roles associated with routine interactions </li> </ul></p>
Original languageAmerican English
JournalLinguistics and Education
Volume50
DOIs
StatePublished - Apr 1 2019

Disciplines

  • Education

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