Collaborative social practices that people participate in to coauthor, or co-create, support, and sustain, a classroom community are challenging to research and represent because they are fluid and emergent, and interdependent and cumulative, as they develop across time and space, across experiences and relations. In this article, we take a…

The negotiation of integrated home and school identities of 3 second grade Hispanic English language learners (ELLs) included in an English-dominant classroom are explored through sociocultural paradigms, with an emphasis on the role of the individual's agency in the social construction of identities. In addition, we examine the conditions within…

This five month qualitative study explored, over time and across literacy events, the ways in which a second grade teacher, Ms. Wilson, and her students built a shared frame of reference, or shared mental context, for viewing reading. Data sources included: field notes, video and audiotaped records, artifacts, and teacher and student interviews.…