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ERIC Number: EJ1392673
Record Type: Journal
Publication Date: 2023
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Available Date: N/A
Operationalizing the Access-Voice-Choice Framework for Equitably and Justly Teaching the Language for School Literacy
Reading Teacher, v77 n2 p226-237 Sep-Oct 2023
While research unequivocally points to the need to teach the language that supports participation in reading and writing activities in middle-grade classrooms, many educators grapple with how to create the instructional conditions that promote equitable and just opportunities for students to learn the Language of School Literacy (LSL). In this article, I operationalize the Access-Voice-Choice (AVC) framework and illustrate its application through teaching vignettes. The AVC framework engages educators in considering how to in which language serves as a medium: (1) for giving learners "access" to concepts and content contained in school texts and to the communities where this knowledge is produced; (2) for amplifying student voice; and (3) for providing learners with "choice" in the language they use in the classroom and in the linguistic communities in which they choose to participate. This critical framework offers a useful heuristic model to think about "how" and "why" we teach LSL to our students. I argue that if the goal of our instruction is to develop in students the ability to use language critically and flexibly, we must create the sorts of classrooms that position them as critical and flexible language users from the start.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: N/A
Author Affiliations: N/A