Graduate Thesis Or Dissertation
 

Transformative Pedagogies of Voice: Creating the Conditions for Voice in Bilingual Students' Writing

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/h415pj719

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  • For many young bilingual students in school settings, demands of curricula and standardized assessments take precedence over writing pedagogies that invite and welcome students’ identities and languages into their writing. Pedagogies of voice are a means of providing culturally and linguistically responsive instruction that support bilingual students learning to write in English while leveraging the assets they bring to the task. This study considered how teachers might develop pedagogies of voice that also respond to and problematize the ecological pressures of school-based standardization and goals of written English proficiency by answering the following questions: How do teachers conceptualize voice in writing? How do teachers and students negotiate between the elements of voice in writing? Over the course of one school year, I worked with two elementary teachers in the U.S. as we engaged in a professional development initiative to explore voice in bilingual students’ writing. Through monthly teacher meetings, we discussed the complexity of voice and considered the potential of pedagogies to develop voice. I used case study methodology to document our work. Data included audio recordings, fieldnotes, and teachers’ written reflections from teacher meetings as well as transcripts of pre- and post-interviews with teachers, narrative fieldnotes from 18 observations of writing instruction, students’ written work, and lesson documents. Distilled through conversations with teachers, the findings described three textual elements of voice: intertextuality, authenticity, and appropriateness that are in tension within each text. Teachers used instructional tools to help students negotiate between these tensions: teaching students to use their own words; supporting students with scaffolds and the writing process; and guiding students to choose which voice to use. Implications from this research include conceptual clarity regarding voice in bilingual students’ text, as well as ways to integrate transformative pedagogies of voice into writing instruction that acknowledge and invite students’ assets, identities, and languages into their writing.
  • KEYWORDS: Bilingual, Multilingual, Second Language Writing, Voice, Pedagogies of Voice
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  • This dissertation work was supported in part by a doctoral dissertation grant from the International Research Foundation for English Language Education.
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