“Is the Story on My Face?”: Intertextual Conflicts during Teacher-Class Interactions around Texts in Early Grade Classrooms

Research in the Teaching of English Aug 2002

“Is the Story on My Face?”: Intertextual Conflicts during Teacher-Class Interactions around Texts in Early Grade Classrooms

Pauline Harris University of Wollongong ; Jillian Trezise University of Wollongong ; W. N. Winser University of Adelaide

Abstract

The paper focuses on intertextual conflicts during teacher-class interactions where teachers are reading and modeling texts as well as guiding children to read and talk about text content, purposes, genres, and structures. These conflicts are identified and examined within a conceptual framework that accounts for intertextuality in terms of written texts, lived experiences, lessons, and processes in individuals.

Journal: Research in the Teaching of English
Published: 2002-08-01
DOI: 10.58680/rte20021764
Open Access: Closed
Topics: multimodality multilingual writers

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