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ERIC Number: EJ1005604
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-1938-8071
An Analysis of the Discourse and Actions of Reading Conferences with English Learners: A Situated Perspective
Brown, Sally
Literacy Research and Instruction, v52 n2 p130-149 2013
In this article the author shares examples of reading conferences with 10 English learners over the course of a semester. The reading conferences are conducted by four monolingual, European-American teachers at a primary school in the Southeastern United States. Sociocultural and identity theories are used as a theoretical frame for the research study. Observations of the reading conferences reveal several themes inhibiting the literacy learning of English learners: lack of self-correction opportunities, unbalanced instruction, metalanguage, text difficulty, and book levels. In addition, the conferences with English learners are compared to native-speaking students in a cross-case analysis. Transcripts illustrate the complex factors affecting the learning and identity formation process for English learners. The author offers suggestions for reframing reading conferences with English learners. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A