ALIGNING ACADEMIC TASK AND PARTICIPATION STATUS THROUGH REVOICING - ANALYSIS OF A CLASSROOM DISCOURSE STRATEGY

''Revoicing'' by teachers in classroom group conversations creates par ticipant frameworks that facilitate students' ''alignment'' with acade mic tasks and their socialization to roles and identities in intellect ual discourse. Three examples demonstrate the potential of ''revoicing '' to. (1) position students in differing alignments with propositions and allow them to claim or disclaim ownership of their position; (2) share reformulations in ways that credit students with teachers' warra nted in inferences; (3) scaffold and recast problem-solution strategie s of non-native-language students.