Supporting Struggling Adolescent Writers: A Reconceptualization of the English Language Arts Classroom Using Third Space Theory

• In Event: Roundtable Session 14
  In Roundtable Session: Imagination in the Literate Lives of Adolescents and Adults

Abstract

Despite growing attention to 21st century writing practices of adolescents, few studies have examined instruction addressing the complex nature of today’s struggling middle school writers and their multiple literacies. This qualitative study responds to this need by examining the enactment process of a 7th grade English Language Arts teacher re-conceptualizing instruction using Third Space theory to support the writing of struggling students. Using grounded theory, three findings emerged entailing the (a) overarching shift in pedagogy from the explicit enactment of Third Space theory to its implicit embodiment in a writing workshop instructional model; (b) evolution of a conceptualization of “safe” community; and (c) evolution of feedback in the classroom. These findings contain instructional implications for teachers of struggling adolescent writers.

Author

• Natasha A. Heny, University of Virginia