Negotiating power and redefining literacy expertise: Buddy Reading in a dual‐immersion programme

Abstract

This paper reports on a case study of face‐to‐face interaction around and about texts between a second grade dyad in a dual‐immersion programme. Through the lenses of Vygotskian situated cognition and Literacy Studies, classroom observations were conducted, both holistic and focused. Daily peer reading sessions between a dyad were tape recorded, and informal interviews with the teacher and the participating dyad were conducted. The analysis of participants' verbal exchanges revealed multiple pedagogical scaffolds, few of which were unexpected. As meaning making became more salient to the various collaborative literacy tasks, the roles of tutor and tutee were blurred. The shift in power also impacted the direction of language switches. Buddy Reading encouraged the peer readers to acknowledge and draw upon each other's expertise, as they redefined what it meant to be ‘a good reader’.

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