Literacy as a Discursive Social Practice

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-10 - High School Writers in Linguistically Diverse Contexts

Abstract

Using the microethnographic analysis of classroom interactions and the application of social literacy theory to schooling, this study examines academic reading and writing practices in the secondary ELL classroom as a discursive social practice. From ten videorecorded lessons collected during a 3-month long field study, one lesson was analyzed focusing on the patterns emerging through the teacher-student interaction in terms of the construction of academic knowledge, of social norms and demands for participation, and of social roles and identities. It is argued that the patterns identified in this study contribute to expanding our understanding of the processes involved in L2 literacy learning as well as turning our attention to the issues of access to literacy education in L2 classes.

Author

• Hyun Kyung Kim, The Ohio State University