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Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy

Mary Catherine O'Connor and Sarah Michaels
Anthropology & Education Quarterly
Vol. 24, No. 4, Alternative Literacies: In School and Beyond (Dec., 1993), pp. 318-335
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/3195934
Page Count: 18
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Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy
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Abstract

"Revoicing" by teachers in classroom group conversations creates participant frameworks that facilitate students' "alignment" with academic tasks and their socialization to roles and identities in intellectual discourse. Three examples demonstrate the potential of "revoicing" to: (1) position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; (2) share reformulations in ways that credit students with teachers' warranted inferences; (3) scaffold and recast problem-solution strategies of non-native-language students.

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