Title

Improvising identities: Comparing cultural roles and dialogic discourse in two lessons from a US elementary classroom

Document Type

Article

Publication Date

4-2019

Digital Object Identifier (DOI)

https://doi.org/10.1016/j.linged.2019.02.002

Abstract

  • National studies associate dialogic discourse with achievement gains.
  • Prior research has focused on instructional moves like questions and follow-ups.
  • Teachers and students collaboratively improvise not only instructional interactions but also classroom identities.
  • Teachers and students may improvise identities based on cultural roles associated with routine interactions

Citation / Publisher Attribution

Linguistics and Education, v. 50, p. 36-45

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