Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6841680 | International Journal of Educational Research | 2013 | 10 Pages |
Abstract
This study examined interaction among language-minority and language-majority youth participating in one secondary school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices. Analyzing transcripts from over 2000Â min of audio and video recordings, we identified discursive positioning patterns that afford and constrain opportunities for language learning. Positioning students as learners who shared common struggles with their peers opened space for meaningful talk about language and collaborative thinking about linguistic problems. Language-minority students showed greater participation when positioned as multilingual experts. Findings have implications for educators who seek equity in peer-led discussions aimed to develop language and literacy.
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Social Sciences and Humanities
Social Sciences
Education
Authors
Melinda Martin-Beltran,