Disciplinary Literacy and classroom talk-Learners in the elementary schools are expected to have reading and writing skills that are imperative in enabling them to have the ability to understand a text. Students who are not proficient in the strategies for obtaining information from the texts may require a lot of guidance and assistance from their instructors. It can be accomplished through offering support to the children in the classroom whereby the teacher guides them on how to read and write. The instructor may guide the kids on how to ask questions, how to make inferences, how to write summaries and monitor their levels of comprehension. In spite of some kids developing these relevant literacy practices at their tender ages, they may be short of the skills that are essential in the interpretation of ideas in more specific texts. This paper focuses on the evaluation of the aspects that have been provided in the chapter entitled, “Disciplinary Literacy and classroom talk.” The objective of this review is to establish how the resource could help the students in the development of content area literacy and disciplinary literacy.
To begin with, the authors of the book,” Disciplinary Literacy and Classroom Talk,” Brock et al. assist the students in the development of content area literacy and disciplinary literacy through an introduction of the classroom talk. According to the writers of this book, classroom talk is an essential part of learning how to read and write because it is the channel through which teachers pass the instructions to the children. Besides, it is a device that forms a platform for us to listen and speak. Therefore, it is significant for the teachers to engage their students in a classroom talk. To that end, the writers of this book examine the role that classroom talk plays in enhancing disciplinary learning practices. For instance, a classroom talk helps the students in the development of content area literacy and disciplinary literacy through enabling them to have an understanding of complicated words which enhances the masterly of vocabularies.
Similarly, according to the writers of this book, another aspect of the resource that could help students in the development of content area literacy and disciplinary literacy is through giving an outline of the “core Design Principles for a talk.” For instance, Brock et al. provide the readers with a guideline on how to apply inquiry questions in the understanding of new concepts. An ideal example that they mention is the gaining of the knowledge that would enable the children to have an understanding of events that took place in the past. The application of key inquiry questions is the primary factor that may lead the students to obtain meaningful information from the readings. Moreover, the authors of this book have included a principle that should be adhered to in the assessment of the nature of the students’ talk. It can be accomplished through the application of the performance assessments. The other principles have been tailored in such a way as to promote effective reading and writing.
Equally, according to the writers of this book, another aspect of the resource that could help students in the development of content area literacy and disciplinary literacy is an explanation of how the four components of a classroom talk could have an impact on the reading and writing skills of the students. The first element is, “Talk plays an important role in learning.” Here, the writers of the book inform us that a talk is essential in equipping students with the knowledge that is vital in the development of content understanding. To that end, the instructors are urged to assist the learners so that they can develop the ability to speak in “discipline-specific ways” and therefore study disciplinary content via talking. The second component talk is about the various settings where meaningful talk should be held. The authors of the book highlight the importance of the classroom which should be used as the venue for the engagement of educative discussions across various disciplines. Therefore, the instructors should use the classrooms as the places where they can share their ideas with the students on how to read, write and draw meaningful information from the texts in their readings.
Similarly, the third component seeks to guide the teachers on how well to teach the students to adopt excellent content area literacy and disciplinary literacy practices through the consideration of norms which influence how a particular society speaks. It is imperative for the instructor to have an understanding of how the community uses its language so that the teacher can be in a position to express his/her ideas to the learners in a manner that is easy for them to understand. It is because various norms determine how people in the society interact with each other. For instance, researchers have revealed that conversations between teachers and the students from multiple tribes can change in a manner that affects the students’ learning. For instance, it was proven that the Hawaiian children who applied the “talk story” in their reading became better literacy learners than their counterparts. To that, end, the instructors should consider this aspect if they are to help the students to be productive in reading and writing. Finally, the fourth component talks about how assessments should be carried out with the objective of finding out how the learners interact with each other. This is important because it reflects the children’s capacity in the construction of meaning about the various disciplines. Assessing the listening and the speaking abilities of the children should, therefore, be done because it enables the teacher to