Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6833
Title: | Interactional Approach to Language: Supporting All Students to Engage in Equitable Sensemaking |
Authors: | Miller, Emily Reigh, Emily |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Miller, E. & Reigh, E. (2020). Interactional Approach to Language: Supporting All Students to Engage in Equitable Sensemaking. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 923-924). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | The NGSS describe scientific practices as an essential component in three-dimensional learning. We explore how teachers and elementary students engaged in scientific practices may adopt an interactional approach to language to promote more equitable knowledge-building in classrooms with ELs. More than language supports are needed for collaborative knowledge-production with ELs to be equitable. We seek to answer the following theoretical question, “How can an Interactional Approach to language inform the support of discourse, and also remove persistent exclusions of EL’s ideas in knowledge-building?” |
URI: | https://doi.dx.org/10.22318/icls2020.923 https://repository.isls.org//handle/1/6833 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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923-924.pdf | 146.52 kB | Adobe PDF | View/Open |
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