ERIC Number: EJ736291
Record Type: Journal
Publication Date: 2006
Reference Count: 0
Intertextuality in Read-Alouds of Integrated Science-Literacy Units in Urban Primary Classrooms: Opportunities for the Development of Thought and Language
Varelas, Maria; Pappas, Christine C.
Cognition and Instruction, v24 n2 p211-259 2006
The nature and evolution of intertextuality was studied in 2 urban primary-grade classrooms, focusing on read-alouds of an integrated science-literacy unit. The study provides evidence that both debunks deficit theories for urban children by highlighting funds of knowledge that these children bring to the classroom and the sense they make of them and demonstrates how intertextuality in classroom discourse creates learning opportunities as teachers and students interact with texts broadly defined. Changes over time of the various forms of intertextuality emerged in the 2 classes, thereby showing how intertextuality is both an act of discourse and an act of mind. A particular type of intertextuality-event intertextuality-dominated throughout the read-alouds and revealed how hybrid classroom discourse, incorporating both narrative and scientific genre features, allowed the emergence of classroom discourse that shared characteristics with scientific language.
Descriptors: Semiotics, Urban Schools, Primary Education, Language Acquisition, Cognitive Development, Scientific Literacy, Academic Discourse, Young Children
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education
Authoring Institution: N/A