If you need an accessible version of this item please contact JSTOR User Support

Elaborated Student Talk in an Elementary ESoL Classroom

Maureen P. Boyd and Donald L. Rubin
Research in the Teaching of English
Vol. 36, No. 4 (May, 2002), pp. 495-530
Stable URL: http://www.jstor.org/stable/40171587
Page Count: 36
  • Download PDF
  • Cite this Item

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If you need an accessible version of this item please contact JSTOR User Support
Elaborated Student Talk in an Elementary ESoL Classroom
Preview not available

Abstract

Research on classroom discourse presents a bleak picture. Teachers dominate talk. Students may ask procedural questions and be procedurally engaged, but they are rarely substantively engaged. To elucidate conditions that do encourage substantively engaged student talk, this study examined 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. It sampled student critical turns (SCTs) across a six-week literature-rich science unit. Each SCT was a longer conversational turn in which students responded to and in turn elicited response from other students. Each SCT was coded in terms of (1) participant roles and (2) communicative functions. Results indicate that SCTs most often functioned to facilitate interpretation. They did so by elaborating on previous utterances. The teacher created a climate that engendered SCTs by similarly facilitating interpretation. This facilitation was achieved by strategic placement of questions. Because findings show that the teacher played a crucial role in extended dialogue among students, they challenge research and theory that denigrate teacher talk in a blanket fashion.

Page Thumbnails

  • Thumbnail: Page 
495
    495
  • Thumbnail: Page 
496
    496
  • Thumbnail: Page 
497
    497
  • Thumbnail: Page 
498
    498
  • Thumbnail: Page 
499
    499
  • Thumbnail: Page 
500
    500
  • Thumbnail: Page 
501
    501
  • Thumbnail: Page 
502
    502
  • Thumbnail: Page 
503
    503
  • Thumbnail: Page 
504
    504
  • Thumbnail: Page 
505
    505
  • Thumbnail: Page 
506
    506
  • Thumbnail: Page 
507
    507
  • Thumbnail: Page 
508
    508
  • Thumbnail: Page 
509
    509
  • Thumbnail: Page 
510
    510
  • Thumbnail: Page 
511
    511
  • Thumbnail: Page 
512
    512
  • Thumbnail: Page 
513
    513
  • Thumbnail: Page 
514
    514
  • Thumbnail: Page 
515
    515
  • Thumbnail: Page 
516
    516
  • Thumbnail: Page 
517
    517
  • Thumbnail: Page 
518
    518
  • Thumbnail: Page 
519
    519
  • Thumbnail: Page 
520
    520
  • Thumbnail: Page 
521
    521
  • Thumbnail: Page 
522
    522
  • Thumbnail: Page 
523
    523
  • Thumbnail: Page 
524
    524
  • Thumbnail: Page 
525
    525
  • Thumbnail: Page 
526
    526
  • Thumbnail: Page 
527
    527
  • Thumbnail: Page 
528
    528
  • Thumbnail: Page 
529
    529
  • Thumbnail: Page 
530
    530