Teacher and Linguistically Diverse Student Talk in Small-Group Reading Discussions: Creating an Equitable Space

• In Event: Table 4: Equity and Antiracism

Abstract

Rigorous literacy learning in K-12 requires students to interpret text, engage in discussions, and use text-based evidence to support claims. While a vibrant body of research documents the importance of student and teacher talk, few studies investigate how teacher discourse moves relate to student discourse moves in small-group instruction involving culturally and linguistically diverse (CLD) learners. Grounded in sociocultural theory and classroom discourse research, this study examines how teacher discourse may facilitate and/or constrain student reasoning. Our findings suggest a positive relationship between teachers’ explicit asking for evidence and students using reasoning discourse. Our study has implications for literacy educators to facilitate discussions that include CLD learners in sophisticated text-based reasoning discourse with peers.

Authors

• Maggie Sullivan Marcus, University of Maryland - College Park

• Christina Budde, University of Delaware

• Melinda E. Martin-Beltran, University of Maryland - College Park