Discourse-Centered Pedagogy With English Learners: Deepening Reasoning, Strengthening Language, and Enacting Critical Disciplinary Practices

Session Type: Symposium

Abstract

College and career ready standards have significantly shifted what students must learn and do, and what—and how—teachers must teach. A discourse-based pedagogy is needed, with equitable opportunities for engagement in complex reasoning, collaborative enactment of critical disciplinary practices, and instructional support for the language needed to articulate complex reasoning. Underscoring the magnitude of today’s challenge is the continued growth of the English Learner (EL) population, who must now use English in increasingly sophisticated ways. It is essential that the pedagogical approaches to be designed and implemented prioritize full inclusion of ELs. Presenters will provide a cohesive articulation of the importance and benefits of discourse-centered pedagogy for ELs and will report on research and resources supporting its implementation.

Sub Unit

• SIG-Second Language Research

Chair

• Rita MacDonald, University of Wisconsin - Madison

Papers

• Enacting Pedagogical Shifts That Foster Disciplinary Discourse and Deeper Learning for English Learners - Margaret Heritage, WestEd; Robert T. Linquanti, WestEd

• Affordance Variability: Talk in Discipline-Specific Classes With English Language Learners at the Secondary Level - Aida Walqui, WestEd

• Talk and Text in Phenomena-Centered Science Instruction - Guadalupe Valdes, Stanford University; Helen R. Quinn, Stanford University; Sarah Capitelli, University of San Francisco

• Doing and Talking Science and Math: Engaging English Learners in the Academic Discourse of Disciplinary Practices - Rita MacDonald, University of Wisconsin - Madison

• Insights and Challenges From Data Generated During Language-Focused Professional Development MOOCs - Sara Rutherford-Quach, Stanford University; Jeff Zwiers, Stanford University

Discussant

• Catherine O'Connor, Boston University