ERIC Number: EJ1071126
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 33
Using Cogenerative Dialogues to Improve Coteaching for Language Learner (LL) Students in an Inclusion Science Classroom
Im, Sungmin; Martin, Sonya N.
Asia-Pacific Journal of Teacher Education, v43 n4 p355-369 2015
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science teacher and English as second language teacher to improve instructional practices enacted during coteaching. Drawing from field notes, teacher and student interviews, and video captured during cotaught science lessons and during cogenerative dialogues between the student and his coteachers, we examined the ways in which cogenerative dialogue expands teachers' agency to adapt curriculum and implement instructional strategies that can better meet the needs of their students. At the same time, we examined the ways in which participation in cogenerative dialogues with his teachers expanded this student's agency as a science learner and a language learner.
Descriptors: Team Teaching, Science Instruction, Urban Schools, English Language Learners, Teacher Collaboration, Teaching Methods, Dialogs (Language), English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Science Teachers, Video Technology, Interviews, Teacher Attitudes, Student Attitudes, Korean Americans, Korean, Teacher Student Relationship, Cultural Differences, Ethnography, Grade 5
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A