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ERIC Number: EJ1404496
Record Type: Journal
Publication Date: 2023
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-3014
EISSN: EISSN-1946-3022
Documenting Oral Feedback Discourse during Formal Formative Reading Assessment with an Emergent Bilingual Student
Joseph S. Tomasine
Classroom Discourse, v14 n4 p393-410 2023
School-based social practices of oral feedback present challenges for all k-12 students. Ignoring these challenges during reading assessment contributes to a deficit view of emergent bilingual students, whose struggles to participate in formative feedback on reading performance may result from general unfamiliarity with school-based practices, rather than language proficiency. Drawing impetus from the New Literacy Studies and methodological principles from conversation analysis, the current study explores the discursive organization of oral feedback during formal formative reading assessment and its relationship to issues of knowledge construction and identity. Based upon a single-case analysis, this study demonstrates how one emergent bilingual student's struggles to participate in oral feedback emerged not from language proficiency but from unfamiliarity with the social practices of sequential organization. Furthermore, it will be argued that the teacher's attempts at feedback sequentially constructed her student's emergent bilingual identity and prioritized knowledge constructed about him, over knowledge constructed by him.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A