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.

摘要

本文的工作前提是课堂谈话传达了学生作为作家的意义，并探讨课堂谈话如何促进学生作为作家的身份形成。我们展示了对澳大利亚六所参与学校的小学写作课程的民族志调查结果。我们的数据分析由定位和隐含身份这两个理论结构提供信息。首先，我们探讨了学生在课堂谈话中的不同定位方式，并讨论了隐含的身份——这些立场对特定情境中的作家身份意味着什么。其次，使用微观民族志案例研究方法，我们强调课堂谈话的参与者如何定位于课堂环境中的定位行为。第一部分研究结果揭示了课堂谈话如何将学生定位为自主、交流、元反思或分裂的作家。此外，研究结果表明，观察到的写作课程将学生定位为关注形式和关注功能的作家。在第二部分，我们分享了对六年级写作课的深入调查，以展示教师和学生如何在时间上协商不同类型的职位。我们讨论了与写作教学相关的研究和实践的意义。我们分享了对六年级写作课的深入调查，以展示教师和学生如何在时间上协商不同类型的职位。我们讨论了与写作教学相关的研究和实践的意义。我们分享了对六年级写作课的深入调查，以展示教师和学生如何在时间上协商不同类型的职位。我们讨论了与写作教学相关的研究和实践的意义。