English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Despite considerable sociolinguistic research on correlates of social identity in secondary schools, the initial discursive construction of social categories remains underexplored. A discourse analysis of third-grade lessons suggests teachers discursively position some students as weaker than others by framing their participation as tentative or reluctant, and are less likely to acknowledge such students' summonses and called-out contributions. Ultimately, we argue, students whose academic identity development is thus not nurtured and who are denied access to the discursive power to advance ideas may instead seek empowerment through resistance, developing oppositional relationships toward school and forming another generation of 'burnouts.'

The role of elementary classroom discourse in the initial construction of student identities