Fostering Civic Reasoning Through Disciplinary Literacy
Document Type
Article
Publication Date
2022
Abstract
In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle-grade multilingual students. Four phases of DL strategies—framing, reading, discussion, and writing—are illustrated with examples from an intervention project with sixth-grade multilingual students. The intervention features a 4-week Space Exploration unit designed for students to address a contestable and relevant civic question: Should the government increase or decrease funding for space exploration? Teacher instructional moves, reading selections, student discussion excerpts, and writing samples are presented to highlight the language-rich disciplinary teaching and learning in action and the benefits of multilingual students in their science, language, and literacy learning.
Recommended Citation
Zhang, J., Lee, G., Iluore, A.C., Relyea, J.E., & Wui, M.G.L. (2022). Fostering Civic Reasoning Through Disciplinary Literacy. The Reading Teacher. https://doi.org/10.1002/trtr.2143
