The Use of Questioning in Inquiry-Based Lessons: Developing Academic Language and Discourse

• In Event: Teaching and Learning in Linguistically Diverse Settings

Abstract

This study explores the development of academic language and discourse by third grade English language learners (ELLs) in the context of inquiry based learning (IBL) lessons with a focus on student development of questioning skills during content-based instruction (Wadham, 2013). This narrative study is guided by the following research question: How do 3rd grade student researchers (experts) ask and answer questions when working with peers and kindergartners (novices) in cross age groups? Data included transcripts from four IBL lessons, which were analyzed holistically and analytically to tell the story of how the participants’ demonstration of academic language and discourse skills over the course of the study. Findings indicate the need for connections between academic language and discourse across content areas.

Authors

• Sharon H. Ulanoff, California State University - Los Angeles

• Alice Maris Leilani Quiocho, California State University - San Marcos