Exploring the Role of Intertextuality in Promoting Young English Language Learner Children's Poetry Writing and Academic Learning: A Discourse Analytic Approach

• In Event: 41.084 - Roundtable Session 16
  In Roundtable Session: 41.084-16 - Equity and Identity: Language and Literacy Tools for Change

Abstract

This article explores the role of intertextuality in promoting young ELL children’s writing and academic learning. It aims to illustrate how the students and their teacher socially and discursively construct intertextuality in poem writing and how intertextuality may enhance the ELL writers’ writing and academic learning. Discourse analysis is conducted to examine the teacher-student interactions in the chosen literacy event of writing a poem about their stapler. Data analysis showed that the ELL children’s poem writing event was a robust learning process promoted by complex social construction of different intertextualities. Based on the dynamic learning and intertextualities found in their writing process, the researcher advocates intertextuality as a powerful heuristic to transform the children’s experiences into meaningful learning and actions.

Author

• Huili Hong, Towson University