ABSTRACT

This essay investigates the classroom talk and reflections of a Year 5 lesson on reading and writing beyond Standard English. Its title refers to ‘Reflecting Realities’, the CLPE survey of ethnic diversity in UK children’s books. In changing ‘reflecting’ to ‘representing’ I seek to move beyond concern with sourcing representative texts to the work of writing them, stimulating this through bringing non-standard English into the classroom in metalinguistic analysis of diverse Englishes, and in the transcription of parent/carer voice in storytelling. I explore how creative writing can be extended and informed by this process.

In the lesson the classroom talk generated shared learning about language and identity. In becoming ‘reader-researchers’ the class also learnt technical elements in writing voice, extended school-home engagement, broadened choices as readers and writers, and moved towards parity between the Englishes they know and encounter – and thus between the people who use them.

摘要

这篇文章调查了 5 年级关于标准英语以外的阅读和写作课程的课堂谈话和反思。它的标题指的是“反映现实”，即 CLPE 对英国儿童读物中种族多样性的调查。在将“反映”改为“代表”时，我寻求超越对采购代表性文本的关注，转向编写它们的工作，通过将非标准英语带入课堂，对不同英语进行元语言分析，并在父母的转录中刺激这一点/career 讲故事时的声音。我探索了这个过程如何扩展和告知创意写作。

在课程中，课堂谈话产生了关于语言和身份的共同学习。在成为“读者研究人员”的过程中，班级还学习了写作语音方面的技术元素，扩大了学校与家庭的参与度，拓宽了读者和作家的选择，并朝着他们所知道和遇到的英语之间的平等迈进了——因此在使用它们的人之间.