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ERIC Number: EJ1150298
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1931-3152
Developing a Zone of Relevance: Emergent Bilinguals' Use of Social, Linguistic, and Cognitive Support in Peer-Led Literacy Discussions
Martin-Beltrán, Melinda; Daniel, Shannon; Peercy, Megan; Silverman, Rebecca
International Multilingual Research Journal, v11 n3 p152-166 2017
This article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions. Microgenetic analysis reveals how children worked together and supported one another through discursive moves that provided social, linguistic, and cognitive supports. By analyzing how children encourage elaborative conversation toward meaning-making of texts, this study contributes to deeper understandings of how multilingual children can engage in high-quality interactions together in literacy classrooms. Our findings have implications for further research concerning discursive mediation emergent bilinguals do together as they engage in literacy practices and suggest that educators listen for, acknowledge, and encourage these rich mediational strategies in peer interactions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A