Introduction to special issue: De-centering and negotiating expertise: youth voices and language play in the enregisterment of academic discourses

Abstract

• Introduces Special Issue on de-centering expertise in the classroom, which includes three empirical papers and one commentary piece. • Shares the theoretical and conceptual underpinnings of the papers in the Special Issue (heteroglossia, enregisterment, and academic discourse socialization). • Includes practical implications of a critical look at expertise and academic discourse for education practitioners and for policymakers and curriculum designers.