Teachers Learning to Implement Equitable Classroom Talk

Autor/inn/en	Jensen, Bryant; Valdés, Guadalupe; Gallimore, Ronald
Titel	Teachers Learning to Implement Equitable Classroom Talk
Quelle	In: Educational Researcher, 50 (2021) 8, S.546-556 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211014859
Schlagwörter	Equal Education; Classroom Communication; Lesson Plans; Video Technology; Language of Instruction; Second Language Learning; English Language Learners; Minority Group Students; Language Variation; Discipline; Faculty Development; Low Income Students; Sociocultural Patterns; Cooperation; Test Construction; Language Attitudes; Discourse Analysis; Educational Improvement; Grade 5; Elementary School Students; Hispanic American Students; Astronomy; Teacher Student Relationship; Science Instruction; Teaching Methods; Native Language; Language Processing; Transfer of Training + Suchen Sie Ihr Suchwort? Klassengespräch; Lesson planning; Unterrichtsplanung; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Sprachenvielfalt; Disziplin; Soziokulturelle Theorie; Co-operation; Kooperation; Testaufbau; Sprachverhalten; Diskursanalyse; Teaching improvement; Unterrichtsentwicklung; School year 05; 5. Schuljahr; Schuljahr 05; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Astronomie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Training; Transfer; Ausbildung
Abstract	Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving "equitable classroom talk" (ECT)--that is, meaningful participation in disciplinary practices through communal and connected language interactions--for all students from minoritized communities, we integrate research on additional language development, disciplinary practices, sociocultural classroom interactions, and teacher learning. We recommend researcher-educator collaborations (a) develop indicators of ECT, (b) use lesson videos to make ECT visible, and (c) develop and test materials to support and scale teacher learning to enact ECT. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01