Fostering Civic Reasoning Through Disciplinary Literacy
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.
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