Proposal Title
Examining opportunities for dialogic talk in a Kindergarten English Language Development classroom
Abstract
Purpose and Background
Dialogic talk, in which students are engaged in authentic, extended discourse where meaning is co-constructed and conceptual understanding is incrementally built, is an important aspect of English Language Development instruction (Gersten et al., 2007; Harper & de Jong, 2004; O’Connor & Michaels, 2007; Saunders & Goldenberg, 2010; Snow & Katz, 2010; Gibbons, 2015; Mercer, Dawes, & Staarman, 2009). Supported by Russell and Faculty Development Grants, this study examines how teacher language use in an inquiry-based science unit both facilitated and constrained dialogic talk in a Kindergarten ELD classroom in a Two-Way Dual Language context.
Specifically, I ask:
- In what ways are emerging bilingual students engaged in authentic, extended discourse during a science unit in ELD class?
- How does an ELD teacher’s language use facilitate and/or constrain students’ opportunities for engaging in authentic, extended discourse during this unit?
Methodology
This qualitative case study draws on three, one-hour observations of a Kindergarten ELD class selected from a larger study. This smaller study examines Kindergarteners' language use as they engaged in hands-on, experiential lessons in a “Solids and Liquids” unit. I audio recorded whole-group and small-group interactions and used a combination of inductive and deductive coding (Miles, Huberman, & Saldaña, 2014) to examine both the nature of the students’ interactions and the role of teacher language in constraining and/or supporting extended discourse.
Results and Significance
Preliminary results suggest that a combination of strategic questioning and inquiry-based, hands-on science activities facilitated opportunities for dialogic talk. Nevertheless, traditional monologic patterns of teacher talk persisted at times. Examples of teacher and student language are provided. Implications for both content and language learning are discussed, including the role of teacher facilitation in student interaction.
References
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide. NCEE 2007-4011. Washington, D.C. Retrieved from http://ies.ed.gov/ncee
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.
Harper, C., & Jong, E. (2004). Misconceptions About Teaching English-language Learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. http://doi.org/10.1598/JAAL.48.2.6
Mercer, N., Dawes, L., & Staarman, J. K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353–369. http://doi.org/10.1080/09500780902954273
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks: SAGE Publications.
O’Connor, C., & Michaels, S. (2007). When is dialogue “dialogic”? Human Development, 50(5), 275–285. http://doi.org/10.1159/000106415
Saunders, W., & Goldenberg, C. (2010). Research to guide English language devleopment instruction. In Improving Education for English Learners: Research-Based Approaches (pp. 21–80). Sacramento: California Department of Education.
Snow, M. A., & Katz, K. (2010). English language development: Foundations and Implementation in kindergarten through grade 5. In D. Dolson & L. Burnham-Massey (Eds.), Improving education for English learners: Research-based approaches (pp. 83–148). Sacramento: CDE Press.
Start Date
28-3-2018 9:10 AM
End Date
28-3-2018 10:00 AM
Presentation Type
Paper
Disciplines
Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Science and Mathematics Education
Full Text of Presentation
wf_yes
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons
Examining opportunities for dialogic talk in a Kindergarten English Language Development classroom
U-Hall 3-100
Purpose and Background
Dialogic talk, in which students are engaged in authentic, extended discourse where meaning is co-constructed and conceptual understanding is incrementally built, is an important aspect of English Language Development instruction (Gersten et al., 2007; Harper & de Jong, 2004; O’Connor & Michaels, 2007; Saunders & Goldenberg, 2010; Snow & Katz, 2010; Gibbons, 2015; Mercer, Dawes, & Staarman, 2009). Supported by Russell and Faculty Development Grants, this study examines how teacher language use in an inquiry-based science unit both facilitated and constrained dialogic talk in a Kindergarten ELD classroom in a Two-Way Dual Language context.
Specifically, I ask:
- In what ways are emerging bilingual students engaged in authentic, extended discourse during a science unit in ELD class?
- How does an ELD teacher’s language use facilitate and/or constrain students’ opportunities for engaging in authentic, extended discourse during this unit?
Methodology
This qualitative case study draws on three, one-hour observations of a Kindergarten ELD class selected from a larger study. This smaller study examines Kindergarteners' language use as they engaged in hands-on, experiential lessons in a “Solids and Liquids” unit. I audio recorded whole-group and small-group interactions and used a combination of inductive and deductive coding (Miles, Huberman, & Saldaña, 2014) to examine both the nature of the students’ interactions and the role of teacher language in constraining and/or supporting extended discourse.
Results and Significance
Preliminary results suggest that a combination of strategic questioning and inquiry-based, hands-on science activities facilitated opportunities for dialogic talk. Nevertheless, traditional monologic patterns of teacher talk persisted at times. Examples of teacher and student language are provided. Implications for both content and language learning are discussed, including the role of teacher facilitation in student interaction.
References
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide. NCEE 2007-4011. Washington, D.C. Retrieved from http://ies.ed.gov/ncee
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.
Harper, C., & Jong, E. (2004). Misconceptions About Teaching English-language Learners. Journal of Adolescent & Adult Literacy, 48(2), 152–162. http://doi.org/10.1598/JAAL.48.2.6
Mercer, N., Dawes, L., & Staarman, J. K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4), 353–369. http://doi.org/10.1080/09500780902954273
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Thousand Oaks: SAGE Publications.
O’Connor, C., & Michaels, S. (2007). When is dialogue “dialogic”? Human Development, 50(5), 275–285. http://doi.org/10.1159/000106415
Saunders, W., & Goldenberg, C. (2010). Research to guide English language devleopment instruction. In Improving Education for English Learners: Research-Based Approaches (pp. 21–80). Sacramento: California Department of Education.
Snow, M. A., & Katz, K. (2010). English language development: Foundations and Implementation in kindergarten through grade 5. In D. Dolson & L. Burnham-Massey (Eds.), Improving education for English learners: Research-based approaches (pp. 83–148). Sacramento: CDE Press.
