Dialogic Discourse to Empower Students in Linguistically Diverse Elementary Mathematics Classrooms

Autor/in	Truxaw, Mary P.
Titel	Dialogic Discourse to Empower Students in Linguistically Diverse Elementary Mathematics Classrooms
Quelle	In: Teacher Education Quarterly, 47 (2020) 3, S.120-144 (25 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Dialogs (Language); Student Empowerment; Elementary School Students; Student Diversity; Spanish Speaking; English Language Learners; Classroom Communication; Mathematics Instruction; Bilingual Education; Grade 1; Discourse Analysis; Hispanic American Students; Verbal Communication + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Studienberechtigung; Klassengespräch; Mathematics lessons; Mathematikunterricht; Bilingual teaching; Bilingualer Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Diskursanalyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This qualitative research study investigates dialogic discourse (i.e., give-and-take communication where students actively construct meaning) aimed at supporting mathematical meaning making in linguistically diverse elementary classrooms. For this study, linguistically diverse classrooms refer to classrooms where Spanish is the home language of many of the students--both dual-language (Spanish and English) and English-only elementary classrooms that include English learners (ELs). Multiple classrooms in two schools in the western and eastern United States were observed. Data sources include field notes, audio and video recordings, transcriptions of dialogue, and translations of dialogue (as appropriate). Qualitative methods including constant comparative methods, thematic coding, and discourse analysis techniques are used to examine verbal moves, exchanges, sequences, and episodes of discourse from mathematics lessons. A first-grade dual-language classroom is highlighted to illustrate methods and findings. Analysis demonstrates that, similar to monolingual classrooms, specific verbal moves (e.g., exploratory talk, accountable talk, and generative assessment) may shift discourse toward dialogic. Other supporting moves and practices (e.g., think time, visuals, use of primary language, and code-switching) are identified. Models of teaching are built from examination of relationships among moves, exchanges, sequences, and episodes within mathematics lessons. The models of teaching demonstrate practices with potential for infusing dialogic discourse and mathematical meaning making in linguistically diverse mathematics classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01