Fostering Civic Reasoning Through Disciplinary Literacy
In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle-grade multilingual students. Four phases of DL strategies—framing, reading, discussion, and writing—are illustrated with examples from an interve...
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| Main Authors: | , , , , |
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| Format: | text |
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Archīum Ateneo
2022
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| Subjects: | |
| Online Access: | https://archium.ateneo.edu/sa-faculty-pubs/123 https://doi.org/10.1002/trtr.2143 |
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| Institution: | Ateneo De Manila University |
| Summary: | In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle-grade multilingual students. Four phases of DL strategies—framing, reading, discussion, and writing—are illustrated with examples from an intervention project with sixth-grade multilingual students. The intervention features a 4-week Space Exploration unit designed for students to address a contestable and relevant civic question: Should the government increase or decrease funding for space exploration? Teacher instructional moves, reading selections, student discussion excerpts, and writing samples are presented to highlight the language-rich disciplinary teaching and learning in action and the benefits of multilingual students in their science, language, and literacy learning. |
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