Language Arts - Talking Texts, May 1999

Investigates how teacher talk and social interaction influence children’s discussions, by comparing the talk occurring within literature circles in fourth-grade classrooms where teachers were and were not present. Discusses the four roles teachers took (facilitators, participants, mediators, and active listeners). Notes strategies students used to generate and facilitate their discussions that related to teacher roles within the classroom.

Investigates the role of art in understanding children’s literacy processes and strategies. Finds that the kindergarten children exhibited typical behaviors of language learning. Argues that art needs to be considered as a primary vehicle to understanding children’s literacy processes and strategies.

Presents examples of discourse in classroom interaction that show how social relations in the classroom mirror larger societal relationships in ways that exclude students’ cultural and linguistic practices as resources for meaningful literacy learning. Shows how this discourse process (called reciprocal distancing) is used by teachers and students to reinforce sociocultural distances, and notes how literacy learning is affected.

Researchers Fu and Townsend compare the learning and writing experiences of a child during his kindergarten year (with frequent immersion in reading and writing activities in their writing workshop) to his first-grade year (with worksheets and decontextualized exercises), critically examining such “serious” literacy learning that lacks a real audience and a real purpose for students.

Shares the authors’ criteria for evaluating female characters as positive role models in children’s literature. Explores the criteria by examining “The Ballad of Lucy Wipple” (Karen Cushman). Discusses other recently published picture books and novels which feature strong females in history, in contemporary times, and in fantasy.

Reflects on how the author’s third-grade students, experienced in literary conversation from their reading workshop, transferred the practice of literary conversation to their writing workshop.