Operationalizing the Access–Voice–Choice Framework for Equitably and Justly Teaching the Language for School Literacy

IF 1.4 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Reading Teacher Pub Date : 2023-09-07 DOI:10.1002/trtr.2239
Emily Phillips Galloway
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Abstract

While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle‐grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this article, I operationalize the Access–Voice–Choice (AVC) framework and illustrate its application through teaching vignettes. The AVC framework engages educators in considering how to in which language serves as a medium: (1) for giving learners access to concepts and content contained in school texts and to the communities where this knowledge is produced; (2) for amplifying student voice; and (3) for providing learners with choice in the language they use in the classroom and in the linguistic communities in which they choose to participate. This critical framework offers a useful heuristic model to think about how and why we teach LSL to our students. I argue that if the goal of our instruction is to develop in students the ability to use language critically and flexibly, we must create the sorts of classrooms that position them as critical and flexible language users from the start.
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公平公正地开展学校扫盲语言教学的无障碍语音选择框架的实施
虽然研究明确指出,需要在中学课堂上教授支持参与阅读和写作活动的语言,但许多教育工作者都在努力创造教学条件,促进学生学习学校读写语言(LSL)的公平和公正的机会。在本文中,我将访问-语音选择(AVC)框架付诸实践,并通过教学实例说明其应用。AVC框架促使教育工作者考虑如何将语言作为一种媒介:(1)让学习者获得学校课本中包含的概念和内容,以及这些知识产生的社区;(2)放大学生声音;(3)为学习者在课堂上使用的语言和他们选择参与的语言社区提供选择。这个关键的框架提供了一个有用的启发式模型来思考我们如何以及为什么向学生教授外语。我认为,如果我们教学的目标是培养学生批判性和灵活使用语言的能力,我们必须创造一种教室,从一开始就把他们定位为批判性和灵活的语言使用者。
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来源期刊
Reading Teacher
Reading Teacher EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.50
自引率
30.80%
发文量
86
期刊介绍: The Reading Teacher (RT) provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12. RT’s classroom-ready articles cover topics from curriculum, instruction, and assessment to strategies for teaching diverse populations of literacy learners.
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