자료유형  

 학위논문

Control Number  

0016933331

International Standard Book Number  

9798379907907

Dewey Decimal Classification Number  

372

Main Entry-Personal Name  

Lane, Erin.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Washington., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(247 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

General Note  

Advisor: McCutchen, Deborah.

Dissertation Note  

Thesis (Ph.D.)--University of Washington, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약This dissertation is rooted in three strands of scholarship: translingual approaches to writing (Horner et al., 2011), social design-based experiments (Gutierrez & Vossoughi, 2010) as a subset of participatory design-based research (Bang & Vossoughi, 2016), and the Learning on the Move framework centering embodied and mobile epistemologies (Marin et al., 2020). In this study, I partnered with a sixth‐grade teacher at a Title I elementary school in a mid‐size suburban district in the Pacific Northwest to design and implement more just writing pedagogies in a school setting in the context of shifting school contexts during Covid-19. Drawing on translingual approaches to writing, which posit that language practices are inherently social, fluid, and emergent, I worked with the teacher to better understand translingual approaches to writing and situate his daily teaching dilemmas for writing instruction within translingual ideologies. We also regularly collaborated to co‐design learning environments for writing that centered young people's linguistic repertoires and aimed to desettle the sedentarist traditions of writing classrooms. We ultimately co-designed a novel-based unit in spring of 2022 that attended to questions of place, movement, language, and identity while also asking students to draw on their related experiences, including their experiences of writing. Findings from the first article of this dissertation highlight how situating here-and-now dilemmas within aspirational ideologies can open possibilities for the design of writing environments that center translingualism, relationality, and personal becoming, as opposed to themes of competence and competition in writing practice. The second article in this dissertation highlights how framing young people as language architects can set the stage for meaningful participation in school-based writing activity. The last article proposes a blended conceptual framework drawing on translingual approaches to writing and the Learning on the Move scholarship as creating possibilities for designing more just writing environments in schools. This dissertation has implications for studies of and designs for writing and learning that aim to resist settled notions of school-based writing practice.

Subject Added Entry-Topical Term  

Educational philosophy.

Subject Added Entry-Topical Term  

Language arts.

Subject Added Entry-Topical Term  

Linguistics.

Subject Added Entry-Topical Term  

Middle school education.

Index Term-Uncontrolled  

Literacies

Index Term-Uncontrolled  

Participatory design-based research

Index Term-Uncontrolled  

Teaching

Index Term-Uncontrolled  

Translingual language ideologies

Index Term-Uncontrolled  

Upper elementary

Index Term-Uncontrolled  

Writing

Added Entry-Corporate Name  

University of Washington Education

Host Item Entry  

Dissertations Abstracts International. 85-01A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:643078