NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1303109
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
Available Date: N/A
Teacher Talk That Supports Young Multilingual Students' Participation in Exploratory Discourse
Leighton, Christine M.; Ford-Connors, Evelyn; Proctor, C. Patrick; Wyatt, Jennifer
Reading Psychology, v42 n5 p484-503 2021
This article explores how a second-grade teacher's strategic talk moves supported her multilingual students, many of whom were designated as English Learners (ELs), to engage with complex content using purposeful, authentic communication during a 14-week read-aloud unit focused on historical changemakers. Collaborative coding of whole-class and small-group discussions indicated that the teacher played a pivotal role in facilitating her students' productive interactions with content and with each other. Through her range in strategic talk moves, variation in those moves based on participant structures (i.e., whole group, small group), and close attention to students' individual needs, she positioned her young multilingual students as capable, critical thinkers.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A