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We charted how one educator's use of proleptic language--or language that invoked students' imagined future identities as if they are fully realized in the present--situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility--or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students'--rather than teachers'--goals for language learning and by recognizing learners' past, present, and future selves.

Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual-language learners' English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative expectations and linguistic patterns--or "register overlaps"--across Spanish and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English "metalanguages"--or language to talk about language--to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students' awareness of the linguistic resources available to them for comprehending academic texts and support them in developing "critical metalinguistic awareness," or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students' observations about the language of school in order to increase linguistic flexibility, awareness, and criticality.

Academic discussion can create space for student voice and active negotiation of text meaning in the classroom. However, teachers hoping to use academic discussion may find it difficult to draw learners into these discussions if students do not feel a sense of agency--a particular concern for multilingual students or those designated as having limited or interrupted formal education, who may have shorter histories of participation in classroom discourse. In this article, we draw on observation, artifact, and interview data to explore an upper-elementary classroom of newcomer multilingual learners, where reflexive academic discussion serves as a foundational element of exploring and developing students' agency. The authors present instructional approaches reading educators can use to weave together reflexive and text-focused academic discussion in support of students' developing agency.

Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk-based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the conceptions of academic conversation held by middle-school students and their teachers, revealing areas of convergence and divergence in the perspectives held by youth and their educators regarding the purposes of academic conversation and students' roles in these discussions. With direct relevance to instructional practice, we provide suggestions for making these understandings visible and reconciling divergent views.

Classrooms are not always linguistically permeable, and instruction focused on bolstering English reading comprehension too often neglects students' additional linguistic resources in languages other than English. However, to the task of comprehending English text, multilingual readers bring a host of communicative resources across multiple languages. Indeed, recent studies have found that students educated concurrently in Spanish and English within bilingual schools possess positively correlated Spanish and English academic register resources, with academic register knowledge in each language making unique contributions toward explaining variability in these dual‐language learners' English reading comprehension. This recent research offers the tantalizing insight that teaching students to notice overlaps in communicative expectations and linguistic patterns—or register overlaps—across Spanish and English academic registers should receive greater focus. Here, to speak to classroom application, we offer suggestions for how educators might use equivalent Spanish and English metalanguages—or language to talk about language—to highlight register overlaps in Spanish and English academic text. We contend that this purposeful noticing of register overlaps can deepen students' awareness of the linguistic resources available to them for comprehending academic texts and support them in developing critical metalinguistic awareness, or the skills and habits of mind needed to critically consider how registers have been naturalized and are subject to change. This article supports educators to enact one aspect of translingual pedagogy that builds on students' observations about the language of school in order to increase linguistic flexibility, awareness, and criticality. [ABSTRACT FROM AUTHOR]

The article offers information about learning which helps to discriminate between constructive and nonconstructive peer feedback with the help writing. It mentions that writing work requires a deeper interaction with and understanding of high-quality writing practices. It discusses that how feedback enhances the clarity, cohesiveness, and strength of argument.

Purposeful academic conversation engages students as active agents in the process of making meaning from text, negotiating perspectives, and achieving mutual understanding. However, educators often report difficulties in engaging students in talk‐based pedagogies. This concern can be partially addressed by ensuring that students and teachers have similar understandings regarding the purposes of academic conversation. Here, we examine the conceptions of academic conversation held by middle‐school students and their teachers, revealing areas of convergence and divergence in the perspectives held by youth and their educators regarding the purposes of academic conversation and students' roles in these discussions. With direct relevance to instructional practice, we provide suggestions for making these understandings visible and reconciling divergent views. [ABSTRACT FROM AUTHOR]