Abstract
Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students' needs, and that they provided mediation toward for primary goals or instructional targets: confidence and risk-taking; concept development and content knowledge; skills and strategies for meaning-making; and linguistic awareness and cross-linguistic transfer.
Recommended Citation
Patterson, Leslie; Wickstrom, Carol; Roberts, Jennifer; Araujo, Juan; and Hoki, Chieko
(2010)
"Deciding When to Step In and When to Back Off: Culturally Mediated Writing Instruction for Adolescent English Learners,"
TAPESTRY: Vol. 2:
Iss.
1, Article 2.
Available at:
https://stars.library.ucf.edu/tapestry/vol2/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Teacher Education and Professional Development Commons
Accessibility Statement
This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.