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Language-rich discussions for English language learners
ARTICLE

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International Journal of Educational Research Volume 58, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

A study involving 75 Spanish-speaking fifth graders from a school in the Chicago area investigated whether a peer-led, open-format discussion approach, known as Collaborative Reasoning, would accelerate the students’ English language development. Results showed that, after participating in eight discussions over a four-week period, the CR group performed significantly better than the control group on measures of listening and reading comprehension. The CR group produced more coherent narratives in a storytelling task. The reflective essays written by the CR group were longer; contained more diverse vocabulary; and contained a significantly greater number of satisfactory reasons, counterarguments, and uses of text evidence. CR discussions also enhanced students’ interest and engagement in discussions, perceived benefits from discussions, and attitudes toward learning English.

Citation

Zhang, J., Anderson, R.C. & Nguyen-Jahiel, K. (2013). Language-rich discussions for English language learners. International Journal of Educational Research, 58(1), 44-60. Elsevier Ltd. Retrieved October 16, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2012.12.003

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