Teaching as Inquiry: Using Discourse Analysis to Facilitate Critical Conversations With Multilingual Learners

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Teacher Learning Through Critical, Culturally Sustaining Writing Pedagogy

Abstract

The paper presents findings from a qualitative study of professional development that utilized a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom talk positively impacted high school English teachers’ knowledge and skills for facilitating critical conversations. For this paper, we highlight how one English teacher shifted her pedagogical practices over time to support multilingual learners during critical conversations.

Authors

• Melissa Schieble, Hunter College - CUNY

• Amy Vetter, University of North Carolina Greensboro

• Kahdeidra Monét Martin, Stanford University