Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms

Journal article


Khosronejad, Maryam, Ryan, Mary, Barton, Georgina, Myhill, Debra and Kervin, Lisa. (2021). Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms. Classroom Discourse. 13(1), pp. 64-82. https://doi.org/10.1080/19463014.2021.1936584
AuthorsKhosronejad, Maryam, Ryan, Mary, Barton, Georgina, Myhill, Debra and Kervin, Lisa
Abstract

This paper works on the premise that classroom talk conveys meaning about students as writers and asks how classroom talk facilitates the formation of students’ identities as writers. We present findings from an ethnographic investigation of elementary writing lessons across six participant schools in Australia. Our data analysis is informed by two theoretical constructs that of positioning and implied identity. First, we explore different ways that students are positioned as a result of classroom talk and discuss implied identities – what these positions imply about writer identities within a context. Second, using a micro-ethnographic case study approach, we highlight how participants of classroom talk orient to the acts of positioning within a classroom context. The first section of findings revealed how classroom talk positions students as either autonomous, communicative, metareflexive, or fractured writers. Furthermore, findings showed that the observed writing lessons position students as writers who are concerned with form and pay attention to function. In the second section, we share an in-depth investigation of a year six writing lesson to show how different types of positions are negotiated by teacher and students on a temporal basis. We discuss implications for research and practice related to the teaching of writing.

Keywordsclassroom talk; elementary classrooms; implied identity; positioning; reflexive writer; teaching writing
Year2021
JournalClassroom Discourse
Journal citation13 (1), pp. 64-82
PublisherRoutledge
ISSN1946-3014
Digital Object Identifier (DOI)https://doi.org/10.1080/19463014.2021.1936584
Scopus EID2-s2.0-85110815015
Research or scholarlyResearch
Page range64-82
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online16 Jul 2021
Publication process dates
Deposited28 Feb 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP190101033
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