Just the title got me thinking because I sometimes wonder if Authentic discussions can work in a classroom. I think that I have been able to create theopportunity in my Honors sophomore class, but I just allowed it to happen.
Maybe I helped foster the possibility, but I honestly believe that the motivated learners in that room made it happen more more than me influencing it. I like to think that I may trigger the Authentic Discussion, but I also fear that the dominant voices may take too much control and stifle the more timid students in my room. OK-- this is my pre-reading comment since I now need to go read the article.
Post-reading....I hope that she addresses large class sizes (55-60)...
"In other words, the environment withing which language is used substantially shapes the nature of interactions by providing guidelines as to what can be said, how, by who, to whom, and for what purpose." (372)
..."environment of language..." "classroom communities"
--the surround view --the weaving view -->created by the participants....I think that I like this, but I have great concerns about the amount of time that it may take to build that environment to a point where "measurable learning" and take place -- especially in the current environment of standardized testing....(373)
I like the list that will foster long-term reading engagement (373-4)
- learning goals
- real-world interaction
-interesting texts
-autonomy support
-strategy instruction
-collaboration support
-evaluation
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