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2018
Volume 39, Issue 3
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

How do teachers in diverse classrooms enact a transactional mode of literary response in their orchestration of classroom conversations about literature? This paper proposes that a theory of expressive language is central to answering this question and that the discourse genre of oral narratives may hold critically importance in accomplishing this challenge.

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/content/journals/10.58680/ee20075955
2007-04-01
2024-07-21
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee20075955
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  • Article Type: Research Article
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