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

doi:10.1016/j.linged.2019.02.002

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

University of South Florida

Research output: Contribution to journal › Article › peer-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 language	American English
Journal	Linguistics and Education
Volume	50
DOIs	https://doi.org/10.1016/j.linged.2019.02.002
State	Published - Apr 1 2019

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Education

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10.1016/j.linged.2019.02.002License: CC BY

https://doi.org/10.1016/j.linged.2019.02.002

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

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 ",

author = "Sherry, \{Michael B\} and Dodson, \{Gretchen M\} and Sweeney, \{Sherridon L\}",

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AB - 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

UR - https://digitalcommons.usf.edu/tal_facpub/69

UR - https://doi.org/10.1016/j.linged.2019.02.002

U2 - 10.1016/j.linged.2019.02.002

DO - 10.1016/j.linged.2019.02.002

M3 - Article

VL - 50

JO - Linguistics and Education

JF - Linguistics and Education

ER -

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

Abstract

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