Language-rich discussions for English language learners

被引:31
作者
Zhang, Jie [1 ]
Anderson, Richard C. [2 ]
Nguyen-Jahiel, Kim [2 ]
机构
[1] Western Kentucky Univ, Coll Educ & Behav Sci, Bowling Green, KY 42101 USA
[2] Univ Illinois, Ctr Study Reading, Urbana, IL 61801 USA
关键词
Collaborative Reasoning; English language learners; Classroom discussion; Language development; READING-ACHIEVEMENT; STUDENTS; CHILDREN; ACQUISITION; INSTRUCTION; TRANSITION; LITERACY; SPANISH; TALK; RISK;
D O I
10.1016/j.ijer.2012.12.003
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A study involving 75 Spanish-speaking fifth graders from a school in the Chicago area investigated whether a peer-led, open-format discussion approach, known as Collaborative Reasoning, would accelerate the students' English language development. Results showed that, after participating in eight discussions over a four-week period, the CR group performed significantly better than the control group on measures of listening and reading comprehension. The CR group produced more coherent narratives in a storytelling task. The reflective essays written by the CR group were longer; contained more diverse vocabulary; and contained a significantly greater number of satisfactory reasons, counterarguments, and uses of text evidence. CR discussions also enhanced students' interest and engagement in discussions, perceived benefits from discussions, and attitudes toward learning English. Published by Elsevier Ltd.
引用
收藏
页码:44 / 60
页数:17
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