Grassroots Literacy Practices in Content Areas: How Multilingual and Monolingual Adolescents Use Peer Interaction to Develop Literacy and Disciplinary Literacy Practices

• In Event: Multilingual Engagement in Disciplinary Literacy

Abstract

This case study of six adolescents examines how peer interaction mediates literacy and disciplinary literacy practices. Using student and teacher interviews and 300 hours of classroom observations, it revealed that peer interaction created a social hub –or social context—that fostered intellectual exchange and interpersonal connection, supporting language and literacy learning. It challenges an assumption that disciplinary literacy development and "off task" peer social interactions are at odds with one another.

Authors

• Jina Byeon, University at Albany SUNY

• Julie Learned, University at Albany SUNY