Effects of Socratic Seminar in Classroom Discourse in Secondary ESL Classroom

• In Event: AERA Poster Session 2
  In Poster Session: Second Language Research SIG Poster Session

Abstract

This paper describes how enacting a Socratic seminar instructional frame affected classroom discourse in a secondary ESL classroom, disrupting the ubiquitous recitation pattern of classroom discourse. The emerging discourse pattern was analyzed in terms of conversation moves. Findings were discussed in connection to second language acquisition, critical thinking, reading comprehension and agentive identities. Benefits of discourse-based pedagogical approaches for the education of English learners were discussed.

Author

• Silvia Cristina Fomin, Boston College