![]() ![]() In alignment with its data collection and methods, this dissertation employs academic literacies (Lea & Street, 1998, 2006) as its theoretical frame and takes an interactional and situated view of language grounded in the scholarship of the Bakhtin circle (Bakhtin, 1981 Volosinov, 1973). ![]() This research employed ethnographic methods (Heath & Street, 2008) and data collection included digital video and audio recording, participant observation, interviews and artifact collection such as assignments, worksheets and student writing. ![]() The participants included: the teacher, a pre-service teacher and 28 students (12 boys and 16 girls). This study occurred over the 2018-2019 school year in an English language arts class located in a linguistically, ethnically and racially diverse and under-resourced area of a major metropolitan Midwestern city. This research examines how teachers and students reflect and refract frames for teaching and learning, multiple source use, and personhood as they are taken up and constructed by participants in an accelerated 10th grade English language arts classroom. ![]() This dissertation theorizes reflection and refraction as it relates to Dialogic Literary Argumentation (Bloome, Newell, Hirvela, & Lin, 2019) in the teaching of Jesmyn Ward’s (2017) Sing, Unburied, Sing. ![]()
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