Recontextualisation processes as sense-making practice in student-writers’ collaborative dialogue
2006 (English)In: Studies in Higher Education, ISSN 0307-5079, Vol. 31, no 6, 667-704 p.Article in journal (Other (popular science, discussion, etc.)) Published
The research introduced in this article deals with student academic writing as a social practice and draws from fieldwork in a highly diverse sector within higher education. It explores the potential of peer scaffolding as a means of making sense of tutor comments. The investigation is placed in the field of socially mediated learning processes with emphasis on dialogism following the work of Bakhtin and Wertsch. The data consist of recordings of student talk in two collaborative writing groups on two lab reports collected within an ongoing project on collaborative writing in higher education. The participants are students with second language background enrolled in a course which is part of a one-year master programme in computer science at a Swedish university. The aim of the study is to explore to what extent the students in the writing groups are able to make use of resources in the socio cultural context when trying to decipher the institutional conventions of academic writing and the expectations of their tutors. The analysis is based on transcriptions of episodes in the recordings where the students are engaged in talk about different aspects that can be related to the unfolding text. All instances in these episodes where the students are drawing on teachers’ comments on explicitness with respect to logical reasoning are code. A qualitative analysis of the interaction reveals how aspects from teacher voices are extracted from the institutional frame, paraphrased and put into the students’ colloquial talk. The findings indicate that collaboration that emerges spontaneously as an answer to students’ need for support and dialogue involves students in active meaning making and plays an important role in enabling them to use the tacit meta-knowledge available in the educational setting as a tool for their learning of academic literacies. Pedagogical implications are discussed in terms of the potential of peer scaffolding as a means to support teachers’ discourse around writing..
Place, publisher, year, edition, pages
2006. Vol. 31, no 6, 667-704 p.
academic literacies, dialogism, second language students, teacher comments, recontextualization processes
IdentifiersURN: urn:nbn:se:su:diva-20402OAI: oai:DiVA.org:su-20402DiVA: diva2:186928