ERIC Number: EJ1200253
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Instructional Supports: Facilitating or Constraining Emergent Bilinguals' Production of Oral Explanations?
International Multilingual Research Journal, v13 n1 p51-66 2019
This qualitative study examined how specific instructional supports intended to scaffold emergent bilinguals' oral production of explanations facilitated or constrained students' attempts to explain. Findings demonstrate that explanations were very rarely produced, and when they were produced, the explanations were not particularly informative. Furthermore, the teachers' attempts to support emergent bilingual talk via sentence starters, guiding questions, and rephrasing questions inadvertently undermined the students' attempts to explain.
Descriptors: Bilingualism, Oral Language, Teaching Methods, Language Usage, Science Education, Language Arts, Scaffolding (Teaching Technique), Classroom Communication, English (Second Language), Second Language Learning, Hispanic American Students, Elementary School Students, Spanish, Native Language, Classroom Techniques, Teacher Student Relationship, Elementary School Teachers, Questioning Techniques
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: California