Small Group Discussions and Language Development for Diverse Learners

• In Event: Poster Session 4
  In Poster Session: Language Instruction and Assessment

Abstract

This study examines the discourse processes of a peer-led small group discussion approach in two fifth grade classrooms serving mainly low income Spanish-speaking English language learners. By linking the discourse features manifested in student talk to language and thinking outcomes on both the group and individual levels, the study reveals that (1) reflective and extended discourse features (alternative perspectives and confirmations) distinguish more proficient discussion groups from the less proficient groups; (2) reflective essays written by the more proficient discussion group contain more satisfactory reasons; (3) cumulative talk and exploratory talk featured by articulating and responding to alternative perspectives, confirmations, elaborations, extra-textual connections, and uses of textual evidence strongly associate with language and thinking outcomes for diverse learners.

Authors

• Jie Zhang, Western Kentucky University

• Shahbaz Munawar, Western Kentucky University

• Chunling Niu, Western Kentucky University

• Richard C. Anderson, University of Illinois at Urbana-Champaign

• Kim Nguyen-Jahiel, University of Illinois at Urbana-Champaign