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Neither literal participation nor engagement can be taken for granted in conversation across linguistic and cultural difference in classrooms. There is growing evidence of failure in both senses in schools and other institutions. The research shows that white, monolingual English speakers do not necessarily engage with ELLs with interest and enthusiasm. Rather, they sometimes arbitrate […]

Classroom talk has been recognized for several decades as central to student learning (e.g., Edwards & Mercer, 1987; Edwards & Westgate, 1994; McNaughton, 2002; Mercer, 1995; Nystrand, 1997; Vygotsky, 1978), some teachers are working to improve it as student populations become more diverse linguistically and culturally. Recently, suggestions have been made for “stretching,” “extending,” or […]

Jefiersonians and Federalists agreed on the virtues of freehold, fee-simple tenure. The Lockean idea of possession legitimated by improvement sits comfortably in Dwight’s mind beside another specifically religious justification – a divine covenant. Either rationale was adequate to eradicate symbolically Native Americans8 and to heroize the labor of pioneers whose ‘steady habits’ (a cardinal virtue […]

Exploring these texts from the A, or Audience, side of the T.A.P. model might begin by attempting to identify the intended or target audience of each text. One may compare the clips from the film and the documentary. Although both deal with the subject of the Titanic, they clearly have different audiences in mind. Questions […]

In the final section of this article we describe a multimedia lesson exploring the Titanic, the ill-fated ocean liner that sank on its maiden voyage in 1912. The focus of the exercise and activities promotes greater student engagement and richer readings of the diverse type of texts available to them, including still images, sound, music, […]