“Low Ability,” Participation, and Identity in Dialogic Pedagogy

Snell, J orcid.org/0000-0002-0337-7212 and Lefstein, A (2018) “Low Ability,” Participation, and Identity in Dialogic Pedagogy. American Educational Research Journal, 55 (1). pp. 40-78. ISSN 0002-8312



Copyright, Publisher and Additional Information: © 2017 AERA. This is an author produced version of a paper published in American Educational Research Journal. Reprinted by permission of SAGE Publications.
Keywords: classroom discourse; dialogic pedagogy; identity; linguistic ethnography; pupil ability; pupil participation
  • Accepted: 9 August 2017
  • Published (online): 26 September 2017
  • Published: 1 February 2018
Institution: The University of Leeds
Academic Units: The University of Leeds > Faculty of Arts, Humanities and Cultures (Leeds) > School of English (Leeds)
Depositing User: Symplectic Publications
Date Deposited: 17 Aug 2017 13:33
Last Modified: 23 Mar 2018 11:56
Status: Published
Publisher: SAGE Publications
Identification Number: https://doi.org/10.3102/0002831217730010