Creating zones of possibilities: Combining social contexts for instruction

Moll, Luis C.; Greenberg, James B.

doi:10.1017/cbo9781139173674.016

Cited by 437 publications

(265 citation statements)

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“…As a zone of possibility (Moll and Greenberg 1990), the ZPD allows for significant shifts in the activity system based on participants' collaboration and creation of new tools to solve existing problems. Vygotsky explained that 'every advance [in development] is connected with a marked change in motives, inclinations, and incentives ' (1978, 92).…”

Section: Unlearning and Development: Toward A Critical Understanding mentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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Section: Unlearning and Development: Toward A Critical Understanding mentioning

confidence: 99%

White historical activity theory: toward a critical understanding of white zones of proximal development

Leonardo

Manning

2015

Race Ethnicity and Education

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“…In doing so, they have been particularly successful in involving parents in their children's education. Moll and Greenberg (1990) report the successes of a teacher who brought parental expertise into the classroom to help children learn. Au and Jordan (1981) enhanced Hawaiian children's literacy learning with an interaction style that was similar to the story telling style of the children's culture.…”

mentioning

confidence: 99%

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

Anderson¹,

Roit²

1996

The Elementary School Journal

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Despite suggestions from research to the contrary, developing oral-language proficiency in languageminority students often takes precedence over reading comprehension. This report explores the use of reading comprehension instruction as a gateway for developing oral language in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of demonstration lessons, six prevalent instructional issues, defined as competencies, were identified that could be developed in students to increase both reading comprehension and language development. These include the ability to use the English language with flexibility, to use less-imageable basic vocabulary, to consider larger contexts, to determine importance and unimportance of aspects of text, to elaborate responses, and to engage in natural conversations. A discussion of these competenicies is followed by a set of suggestions for teaching them that draw upon the primary language, cognitive strengths, and social skills of languageminority students. Although these teaching suggestions focus on the development of reading comprehension, they also provide natural opportunities for students to increase their understanding and use of English. Suggested teaching activities include: shared reading; vocabulary networking; expanding contexts; predicting; encouraging the use of imagery; teaching about text structures; questioning, identifying problems, and sharing strategies; text explaining; arranging for conversational opportunities; and using culturally familiar informational texts. Recommendations for implementing these instructional activities by grade level are included.Anderson & Roit Linking Reading Comprehension Instruction -2

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“…However, in each of these studies, the "community" as resource is identified differently. Moll and his colleagues (Moll, 1992;Moll & Greenberg, 1990;Moll et al, 1989) identified community in their work as consisting of "families within a Hispanic, predominantly Mexican, working-class community in Tucson, Arizona," whereas the specific families in the study were drawn from schools "in the same barrio within three miles of each other" (Moll, 1994, p. 182). Taylor and Dorsey-Gaines, by contrast, studied family-based literacy practices, and yet their work is routinely referenced as an exemplar of community-based studies (Au, 1998;Cairney & Ruge, 1998), because they articulated family practices to the communities in which families live.…”

Section: Community As Resource To Be Integratedmentioning

confidence: 99%

Critical Issues: Circles of Kinship, Friendship, Position, and Power: Examining the Community in Community-Based Literacy Research

Moje

2000

Journal of Literacy Research

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Creating zones of possibilities: Combining social contexts for instruction

Cited by 437 publications

References 0 publications

White historical activity theory: toward a critical understanding of white zones of proximal development

White historical activity theory: toward a critical understanding of white zones of proximal development

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

Critical Issues: Circles of Kinship, Friendship, Position, and Power: Examining the Community in Community-Based Literacy Research

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