Dialogism and Sociocultural Conceptualizations of Literacy in Research on Secondary English Classrooms

• In Event: Roundtable Session 14
  In Roundtable Session: Reading the Word and the World: Research on Literacy, Context, and Identity

Abstract

This research-in-progress explores the nature of recent empirical research on dialogism in sixth through twelfth grade English classrooms in relation to sociocultural conceptualizations of literacy. The purpose of this review is to explore the extent to which sociocultural understandings of literacy have been incorporated into dialogic classroom-based research employing a Bakhtinian (1981) perspective through examining theoretical approaches, outcomes, and methods of measurement used to assess student learning in studies conducted over the past two decades.

Author

• Hannah Graham, University of Wisconsin - Madison