Teachers’ practice of withholding information from students during literacy lessons has been identified with teacher-led instruction in a range of literacy events including during shared writing and writing conferences. This paper examines withholding information that occurred during an independent writing lesson when a teacher directed one student to help another, but “not to tell". The study employs Conversation Analysis of sequences of talk to explicate and describe the methods used by students to accomplish “not telling”. Discussion raises issues concerning student participation and learning in independent writing lessons when a teacher establishes that what counts is “not telling”.
|Publication status||Published - 2006|
|Event||Annual Meeting of the American Educational Research Association - San Francisco, United States|
Duration: 07 Apr 2006 → 11 Apr 2006
|Conference||Annual Meeting of the American Educational Research Association|
|Period||07/04/06 → 11/04/06|