Dialogic Literary Gatherings Enhance School-Based Language Learning for Students With Limited Language Exposure Outside School

• In Event: Addressing Educational Equity for Immigrant and Multilingual Learners: Instructional Practices Across Educational Settings

Abstract

Research shows that effectively learning school languages increases academic success, especially for students with limited exposure outside school. This study examines the impact of Dialogic Literary Gatherings (DLGs) on 9-11-year-olds in two schools where Basque is the primary instructional language, but most students encounter it only at school. Using the Communicative Methodology, researchers conducted 19 interviews, one focus group, and analyzed 19 DLG lessons in two schools where most students could learn the main language of instruction almost excusively at school. Results indicate that DLGs significantly boost student participation in the target language by engaging them in meaningful dialogues and providing inclusive scaffolding. Both students and teachers perceive greater learning in DLGs compared to traditional classrooms. These findings are discussed.

Authors

• Garazi Lopez de Aguileta, University of Barcelona

• Paula Cañaveras-Martínez, University of Barcelona

• Harkaitz Zubiri-Esnaola, University of the Basque Country UPV/EHU