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Pandya, Jessica Zacher – Theory Into Practice, 2021
In this essay I view writing as a communicative practice, and ask how and in what ways teachers and students define the role of writing in relation to digital video composition. While there is much research on the importance of multimodal composition, and teachers are being encouraged to incorporate more digital making into their curricula, we…
Descriptors: Writing (Composition), Computer Uses in Education, Video Technology, Multimedia Materials
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Kervin, Lisa; Comber, B. – Theory Into Practice, 2021
Many young children engage independently and/or collaboratively in self-initiated digital experiences. These experiences vary and may include digital play or gaming, web searching, communication with others, and with curriculum and entertainment-related content. Yet children's digital experiences are contingent upon the design of the technologies…
Descriptors: Foreign Countries, Preschool Children, Books, Technology Uses in Education
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Valdivia, Andrea – Theory Into Practice, 2021
Much of the everyday lives of young people happens on social media, mainly those image-centric platforms, like Instagram. Participation in these platforms has increased practices of meaning-making associated with vernacular literacies. Digital production on Instagram articulates traditions from vernacular writing and photography and is…
Descriptors: Video Technology, Film Production, Social Media, Multimedia Materials
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McKnight, Lucinda – Theory Into Practice, 2021
This article explores challenges faced when curriculum designers address pre-service English teachers as digital writers, in a "teacher as writer" program. The article considers the resilience of print dominance in writing, including in tertiary digital education spaces and how the rhetoric of digital expansion is accompanied by…
Descriptors: Foreign Countries, Preservice Teachers, Curriculum Design, Writing (Composition)
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Brownell, Cassie J. – Theory Into Practice, 2021
Drawing from data generated in a third-grade classroom in the months following the 2016 US presidential election, this article zooms in on self-produced videos a child made of her writing process. Organized around 3 "takes" of the child's writing, the author provides readers a glimpse into (1) the child's composing in the videos, (2) a…
Descriptors: Elementary School Students, Grade 3, Writing Processes, Video Technology
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Jensen, Bryant; Thompson, Gregory A. – Theory Into Practice, 2020
Some argue that supporting minoritized students' "academic language" (AL) development fosters equity in education. Others contend that AL is hegemonic, and that attempts to teach it perpetuate inequities across racial, ethnic, social class, immigrant, and related sociocultural and linguistic student differences. In this article, we frame…
Descriptors: Academic Language, Interdisciplinary Approach, Teaching Methods, Metalinguistics
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Bailey, Alison L. – Theory Into Practice, 2020
This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and…
Descriptors: Mathematics Instruction, Language Usage, Bilingual Students, Mathematical Concepts
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Moore, Jason; Schleppegrell, Mary – Theory Into Practice, 2020
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the…
Descriptors: Academic Language, Elementary School Students, Content Area Reading, Content Area Writing
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Baker-Bell, April – Theory Into Practice, 2020
In this article, the author historicizes the argument about Black Language in the classroom to contextualize the contemporary linguistic inequities that Black students experience in English Language Arts (ELA) classroom. Next, the author describes "anti-black linguistic racism" and interrogates the notion of academic language. Following…
Descriptors: English, Language Arts, English Teachers, Academic Language
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Martínez, Ramón Antonio; Mejía, Alexander Feliciano – Theory Into Practice, 2020
The definitions of "academic language" available to teachers and teacher educators often invoke generalized assumptions about the supposed gap between complex, discipline-specific forms of language and the everyday language of Latina/o/x students. In this article, we advance an alternative hypothesis -- that Latina/o/x students boast…
Descriptors: Sociocultural Patterns, Hispanic American Students, Academic Language, Linguistic Theory
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Spycher, Pamela; Girard, Vanessa; Moua, Bao – Theory Into Practice, 2020
Among the many approaches proposed for closing opportunity and achievement gaps is supporting student's academic language development. Often, however, instructional approaches that are more familiar to teachers, such as helping students learn new vocabulary, are prioritized over more complex and less familiar explorations into disciplinary…
Descriptors: Hmong People, Culturally Relevant Education, Elementary School Students, Literacy Education
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Flores, Nelson – Theory Into Practice, 2020
In this article, I argue that academic language is a raciolinguistic ideology that frames racialized students as linguistically deficient and in need of remediation. I propose language architecture as an alternative framing of language that can serve as a point of entry for resisting these raciolinguistic ideologies in both research and practice.…
Descriptors: Academic Language, Ideology, Race, Linguistics
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Warriner, Doris S.; Fredricks, Daisy E.; Duran, Chatwara Suwannamai – Theory Into Practice, 2020
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools--and how to do so without devaluing their existing repertoires, resources, and lived experiences. A…
Descriptors: Refugees, Academic Language, Elementary School Students, Secondary School Students
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Kibler, Amanda K.; Palacios, Natalia; Paulick, Judy; Hill, Tatiana – Theory Into Practice, 2020
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how…
Descriptors: Language Usage, Family Environment, Siblings, Hispanic Americans
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Reeve, Johnmarshall; Shin, Stephanie H. – Theory Into Practice, 2020
Agentic engagement represents students' constructive contribution into the flow of instruction they receive, as students express their interests and offer their input. It is a purposive, proactive, and reciprocal type of engagement that is integral to promoting important student outcomes (e.g., learning, achievement), but its essential purpose is…
Descriptors: Learner Engagement, Student Participation, Personal Autonomy, Teacher Role
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