"That's a Red-Light Statement": One Teacher's Dialogic Approach to Language-Integrated Science Instruction for English Learners

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Exploring the Impact of Translanguaging Pedagogies Across Learning Contexts

Abstract

Research shows dialogic teaching enhances engagement and learning. This case study examines a high school biology teacher’s knowledge and beliefs about dialogic teaching and his design and enactment of interaction-based, language-integrated science instruction for English learners. Data collected include the teacher’s lesson plans, teaching videos, stimulated recalls on lesson design and implementation, and interviews. Our analyses suggest that the teacher articulates a dialogic stance to teaching. He purposefully incorporates opportunities for students to interact for content understanding, language learning, and relation building. He draws on shared experience, multilingual repertoires, and multimodal practices as resources for dialogic teaching. This study illustrates that dialogic teaching can be taken up in linguistically responsive instruction to support ELs in learning both content and English.

Authors

• Kongji Qin, New York University

• Lorena Llosa, New York University