Scaffolding: An Ongoing Process to Support Adolescent Writing Development

Identifying English Education courses focused on young adult literature as apposite sites for exploring teacher conceptions of youth and the texts aimed for youths' consumptions, this article addresses the multiple sources of tension—and pedagogical potential—of teaching a young adult literatur...

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Bibliographic Details
Published in:Journal of adolescent & adult literacy 2012-12, Vol.56 (4), p.291-300
Main Author: Benko, Susanna L.
Format: Article
Language:English
Subjects:
Adolescence
Adolescent Literature
Adolescent/young adult literature
Adolescents
Children
College/university students
Discourse analysis
Early adolescence
English Instruction
English language
FEATURE ARTICLE
Graduate education
Graduate education, graduate programs
graduate programs
Instructional scaffolding
Language arts
Literacy
Literary criticism
Literature
Literature-based instruction
Poststructuralism
Preservice
professional development
Reading Writing Relationship
Scaffolding
Scaffolding (Teaching Technique)
Secondary school students
Secondary school teachers
Stereotypes
Student Writing Models
Teacher education
Teacher education, professional development
Teacher Educators
Teachers
Teaching Methods
Teenagers
Theoretical perspectives
To learners in which of the following categories does your work apply?
Tutoring
Tutors
Writing
Writing (Composition)
Writing assignments
Writing exercises
Writing Instruction
Writing teachers
Young adult literature
Young adults
Youth
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Summary:Identifying English Education courses focused on young adult literature as apposite sites for exploring teacher conceptions of youth and the texts aimed for youths' consumptions, this article addresses the multiple sources of tension—and pedagogical potential—of teaching a young adult literature course centrally framed around controversial discourses of adolescence. Reflecting on six years of teaching the course at two different institutions with a strong focus on critical perspectives of youth, the article examines why students in the class would understandably strain against this curriculum, as well as what it might mean for secondary literacy curricula and secondary students if teacher educators and secondary teachers take up these pedagogical risks and sources of resistance in efforts to interrupt dominant and stereotypical discourses about youth. FREE author podcast
ISSN:1081-3004
1936-2706
DOI:10.1002/JAAL.00142