Elaborated Student Talk in an Elementary EsoL Classroom

Research in the Teaching of English May 2002

Elaborated Student Talk in an Elementary EsoL Classroom

Maureen P. Boyd University of Northern Iowa ; Donald L. Rubin University of Georgia

Abstract

Examines the discourse in an English as a second or other language (ESoL) classroom in a best-case scenario that contrasted dramatically with more typical school settings. Samples student critical turns (SCTs) across a six-week literature-rich science unit. Shows that the teacher played a crucial role in extended dialogue among students.

Journal: Research in the Teaching of English
Published: 2002-05-01
DOI: 10.58680/rte20021758
Open Access: Closed
Topics: multilingual writers

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