Developing disciplinary literacy in a multilingual history classroom

Achugar, Mariana; Carpenter, Brian

doi:10.1016/j.linged.2012.05.003

Cited by 33 publications

(28 citation statements)

References 22 publications

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“…Although disciplinary literacy has been discussed by many at a theoretical level (e.g., Ehren et al, ; Fang and Coatoam, ; McConachie and Petrosky, ; Zygouris‐Coe, ), there is limited research into the application of disciplinary literacy in K–12 classrooms (e.g. Achugar and Carpenter, ; Rainey and Moje, ; Reisman, ). Furthermore, there is little research devoted to disciplinary literacy instruction within certain content areas, such as math and science.…”

Section: Literature Reviewmentioning

confidence: 99%

Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Paul

2017

Literacy

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This collective case study explores the strategies history, science and math teachers use to conduct close readings in their disciplines. Through qualitative analysis of forum posts and lesson plans submitted to a Massive Open Online Course (MOOC) designed as professional development (PD), this study examines the strategies history, science and math teachers reported using to conduct close readings in their discipline, as well as how these teachers conduct close readings after receiving professional development on reading strategies for their disciplines. Ultimately, the research showed that while more teachers reported using disciplinary literacy strategies following the PD, they did not necessarily report using the strategies that, according to experts in their fields, are considered to be the most important for their discipline.

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Section: Literature Reviewmentioning

confidence: 99%

Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Paul

2017

Literacy

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“…Learning history entails learning a way of knowing and seeing the world. To have a historical perspective or gaze (Bernstein, 2000) implies having a sense of what happened as well as the values to assess its significance (Achugar & Carpenter, 2012). History is a school subject based on documents and language, making reading and disciplinary literacy an essential part of learning history.…”

Section: Developing Disciplinary Literacy In a Class On The History Omentioning

confidence: 99%

Bridging academic and everyday language

Axelsson

Slotte

2017

JICB

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This article presents findings from a Grade 7 religion lesson with 12–13 year-old multilingual Finnish-Swedish students in Finland. Here, focus is on the development of academic language and disciplinary literacy in multilingual environments, as they are crucial to students’ success and an area in need of both attention and support. A total of 117 minutes of six video-recorded group discussions, collected in a classroom study in a Swedish-medium school in Finland, were analyzed. The aim was to explore how students used everyday language and academic language to co-construct meaning of academic text and to investigate resources that were used by multilingual students and teachers to facilitate access to content for students instructed through Swedish. Our findings focus mainly on discussions in one group of four students as they were answering text questions. This group bridged academic and everyday language by creating linguistic chains that linked the two and used multiple resources, such as previous knowledge, the textbook, asking the teacher, and using Finnish in order to ensure each participant’s full understanding of the subject.

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“…In this paper, we explore the changes in the teacher's understanding of disciplinary literacy using part of the data collected in the larger project (see Achugar & Carpenter, 2012). The interviews, documents, and observations come from the collaborative design process of three focal lessons with metalinguistic explanations of historical texts that took place between July and December 2009.…”

Section: Case Study: Learning and Teaching Disciplinary Literacymentioning

confidence: 99%

“…This project also looked at how this collaborative design process introducing a critical language awareness focus to disciplinary literacy impacted students learning and language development (seeAchugar & Carpenter, 2012;Carpenter et al, 2014).2 For our work in disciplinary literacy, a design experiment(Achugar & Carpenter, 2012;Brown, 1992;Collins et al, 2004) is one where, in this case, researchers and teachers collaboratively design an intervention based on principles derived from previous research in ways to integrate a functional approach to literacy and then document the implementation and effects of it on student learning and on the teacher's concept of disciplinary literacy.…”

mentioning

confidence: 99%