Analyzing the Impact of Instructional Conversation on English Learners' Writing: A Statistical and Discourse Analysis

• In Event: Assessment, Achievement, Accountability, and Outcomes

Abstract

Instructional conversation (IC) is a small-group, conversation-based pedagogy designed to provide structured opportunities for English learners (ELs) to deeply analyze complex problems. IC helps ELs’ ability to formulate and express ideas by facilitating regular low-stakes opportunities to practice using language and thinking through ideas in collaboration. A rapidly growing EL population dictated the need for an intervention. A mixed-methods approach combining statistical modeling and discourse analysis was used to analyze ELs’ written responses. Findings indicate ELs in IC-classrooms were more likely to display complex reasoning abilities, consider multiple perspectives and better addressed the prompt. ELs who did not receive IC were more likely to restate the prompt, use redundant language and not display deeper levels of thought and reasoning ability.

Authors

• Elaine Vu Duong, University of Georgia - Athens

• Paula Jean Mellom, University of Georgia

• Rebecca K. Hixon, University of Georgia

• Allan S. Cohen, University of Georgia

• Jodi Weber, University of Georgia