NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855110
Record Type: Journal
Publication Date: 2009-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0034-0561
When You Don't Speak Their Language: Guiding English-Language Learners through Conversations about Text
Iddings, Ana Christina DaSilva; Risko, Victoria J.; Rampulla, Maria Paula
Reading Teacher, v63 n1 p52-61 Sep 2009
This article addresses the question of how teachers can support English-language learners (ELLs) at emergent levels of English proficiency to be meaningfully included and engaged in text discussions. A microethnographic analysis was performed to closely examine patterns of interactions between a teacher (native speaker of English) and three third-grade students (native speakers of Spanish). Particular emphasis was placed in the interactions that were helpful in promoting reading comprehension for the ELLs. The interpretations of the data were grounded in Vygotsky's construct of the zone of proximal development. The article concludes with implications for teaching, highlighting practices that take into consideration the linguistic and cultural assets of ELLs. The study suggests that given the proper opportunities and conditions, linguistically diverse students with beginning levels of English proficiency will effectively participate in and learn from text conversations; however, without adequate supports, these students' academic potentials could be severely underestimated. (Contains 1 figure.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico