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Discourse, Semiosis, and Justice from Early Childhood to Adolescence

Sat, April 11, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), Los Angeles Convention Center, Floor: Level Two, Room 501C

Session Type: Paper Session

Abstract

This session links four qualitative studies to show how discourse and other meaning-making systems shape participation, knowledge, and equity. Using SFL appraisal, one paper deconstructs arguments justifying preschool suspension/expulsion. Papers in this session consider how second graders resolve conceptual, representational, and argumentative conflicts in math-CS lessons with robots. A 4T lenses study shows multilingual students recontextualizing Qin-era history through digital video composing. Positive discourse analysis reveals how teachers “speak” care and cultural responsiveness into being. Together, the papers offer design moves: surface evaluative language that frames learners, choreograph human–material feedback loops, legitimate students’ multimodal repertoires, and build conversational architectures that distribute authority.

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