Harvard Educational Review
  1. Winter 2017 Issue »

    What Meaning-Making Means Among Us

    The Intercomprehending of Emergent Bilinguals in Small- Group Text Discussions

    Maren Aukerman, Lorien Chambers Schuldt, ​Liam Aiello and ​Paolo C. Martin
    In this study, the authors examine how emergent bilingual second graders collaboratively constructed textual understandings, a phenomenon they call intercomprehending, by building on each other’s contributions and positioning their ideas in relation to peer ideas. The study traces the interrelationships of the utterances of emergent bilingual students discussing text in English for the first time in the context of a small-group discussion focused on English-language picture books. The textual ideas students shared were highly contingent on peer ideas and at the same time drew substantially on the text itself, particularly the illustrations. The authors argue that intercomprehending may serve as a fruitful way for emergent bilingual students to build on what they know as they read and learn in school and that classroom teachers may do well to build on that resource.

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    Maren Aukerman is an assistant professor in the Werklund School of Education at the University of Calgary and a former bilingual teacher. She is the recipient of a National Academy of Education/Spencer Postdoctoral Fellowship, which helped support this research, and she also received the 2009 Albert J. Harris Award for her Research in the Teaching of English article “When Reading It Wrong Is Getting It Right: Shared Evaluation Pedagogy Among Struggling Fifth Grade Readers.” Her research focuses on how students make meaning from text in conversation with others and how teachers can better facilitate talk that makes authentic room for student voices. 

    Lorien Chambers Schuldt is an assistant professor in the Teacher Education Department at Fort Lewis College, where she studies elementary literacy and teacher learning around reading and writing instruction. A former early elementary teacher, she focuses her work on teacher-student interactions during literacy instruction and the ways that these interactions can support students to engage in authentic reading and writing. Her recent work with Maren Aukerman has appeared in Reading Research Quarterly, Language Arts, and Journal of Literacy Research. She was the recipient of a 2013 National Academy of Education/Spencer Dissertation Fellowship. 
    Liam Aiello is a doctoral candidate in literacy education at Stanford Graduate School of Education, where he studies the connections between dialogic pedagogy and critical literacy, especially among adolescent readers in small-group discussions. His dissertation documents a multiyear partnership with middle school teachers as they inquire into their students’ critical work with texts. His work is informed by his time as a fifth-grade teacher, as well as by his upbringing in a family of professional educators.

    Paolo C. Martin is a doctoral candidate in the Stanford Graduate School of Education and a recent graduate of the master of science program in community health and prevention research at Stanford School of Medicine. His work involves observing children’s experiences of well-being across a range of classroom pedagogies, with an emphasis on dialogically organized instruction. Before his graduate work at Stanford, Martin was a bench scientist and then a reading specialist in South Central Los Angeles; he later became a teacher educator and curriculum developer in the San Francisco Bay Area. 

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    Winter 2017 Issue

    Abstracts

    The Self in Social Justice
    A Developmental Lens on Race, Identity, and Transformation
    Eleanor Drago-Severson and Jessica Blum-DeStefano
    What Meaning-Making Means Among Us
    The Intercomprehending of Emergent Bilinguals in Small- Group Text Discussions
    Maren Aukerman, Lorien Chambers Schuldt, ​Liam Aiello and ​Paolo C. Martin
    Symbols in the Strange Fruit Seeds
    What “the Talk” Black Parents Have with Their Sons Tells Us About Racism
    Raygine DiAquoi
    Unscripting Curriculum
    Toward a Critical Trans Pedagogy
    Harper Benjamin Keenan
    “We Are All for Diversity, but..."
    How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change
    Özlem Sensoy and Robin DiAngelo

    Book Notes

    Growing Each Other Up
    Sara Lawrence-Lightfoot

    Lower Ed
    Tressie McMillan Cottom

    Grit
    Angela Duckworth