Aligning Academic Task and Participation Status through Revoicing: Analysis of a Classroom Discourse Strategy


  • Mary Catherine O'Connor Faculty,

    1. Boston University
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      Mary Catherine O'Connor is on the faculty at Boston University, in the Programin Literacy, Language, and Cultural Studies (School of Education) and the Program in Applied Linguistics (the Graduate School of Arts and Sciences). Her current areas of research include classroom discourse, the role of language in mathematics and science learning, and the grammar and discourse of Northern Poma, a native language of northern California.

  • Sarah Michaels, Chairman Director

    1. Clark University
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      Sarah Michaels is the chair of the Education Department and director of the Hiatt Center for Urban Education at Clark University. Her areas of interest include classroom ethnography, dis-course analysis of talk and text, teacher research, and studies of collective sense making in group discussion. O'Connor and Michaels worked together over the past several years on the topic of teacher-led group discussion, supported by the Literacies Institute.


“Revoicing” by teachers in classroom group conversations creates participant frameworks that facilitate students' “alignment” with academic tasks and their socialization to roles and identities in intellectual discourse. Three examples demonstrate the potential of “revoicing” to: (1) position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; (2) share reformulations in ways that credit students with teachers' warranted inferences; (3) scaffold and recast problem-solution strategies of non-native-language students.