Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms

Khosronejad, Maryam and Ryan, Mary and Barton, Georgina and Myhill, Debra and Kervin, Lisa (2021) Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. ISSN 1946-3014


Abstract

This paper works on the premise that classroom talk conveys meaning about students as writers and asks how classroom talk facilitates the formation of students’ identities as writers. We present findings from an ethnographic investigation of elementary writing lessons across six participant schools in Australia. Our data analysis is informed by two theoretical constructs that of positioning and implied identity. First, we explore different ways that students are positioned as a result of classroom talk and discuss implied identities – what these positions imply about writer identities within a context. Second, using a micro-ethnographic case study approach, we highlight how participants of classroom talk orient to the acts of positioning within a classroom context. The first section of findings revealed how classroom talk positions students as either autonomous, communicative, metareflexive, or fractured writers. Furthermore, findings showed that the observed writing lessons position students as writers who are concerned with form and pay attention to function. In the second section, we share an in-depth investigation of a year six writing lesson to show how different types of positions are negotiated by teacher and students on a temporal basis. We discuss implications for research and practice related to the teaching of writing.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published online: 16 July 2021. Permanent restricted access to ArticleFirst version, in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 19 Jul 2021 04:54
Last Modified: 19 Jul 2021 04:54
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Funding Details:
Identification Number or DOI: https://doi.org/10.1080/19463014.2021.1936584
URI: http://eprints.usq.edu.au/id/eprint/42803

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