TY - JOUR
T1 - Interactional Patterns of Linguistically Diverse Students and Teachers
T2 - Insights for Promoting Science Learning
AU - Lee, Okhee
AU - Fradd, Sandra H.
N1 - Funding Information:
This work is sponsored by the National Science Foundation under Grant No. ESI-9255830. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author and do not necessarily reflect the position, policy, or endorsement of the funding agency. Language samples provided here of the Spanish and Haitian Creole speakers are translations. Full transcripts are available in Spanish and Haitian Creole upon request. Correspondence and requests for reprints should be sent to Okhee Lee, School of Education, University of Miami, P.O. Box 248065, Coral Gables, FL 33124.2040.
PY - 1996
Y1 - 1996
N2 - Research on teacher-student interactions suggests that culturally congruent communication patterns are important in promoting student participation and engagement. Building on research on cultural congruence, studies of instructional conversations, or guided interactions designed to promote academic engagement, have revealed the importance of both teachers' and students' contributions to the teaching-learning process. Neither studies of cultural congruence nor instructional conversations, however, has focused on the specific requirements of subject areas, such as science, in the communication process. To understand interactional patterns among diverse groups, this study involved teachers and students from three language groups: bilingual Spanish, bilingual Haitian Creole, and monolingual English. The study focused on the patterns of discourse and task engagement, as student dyads and teachers of the same language and culture communicated during three science tasks. Results indicated consistent interactional patterns within each language group but distinct differences among the three groups. The results are discussed with regard to the potential of instructional congruence in science learning with linguistically diverse students.
AB - Research on teacher-student interactions suggests that culturally congruent communication patterns are important in promoting student participation and engagement. Building on research on cultural congruence, studies of instructional conversations, or guided interactions designed to promote academic engagement, have revealed the importance of both teachers' and students' contributions to the teaching-learning process. Neither studies of cultural congruence nor instructional conversations, however, has focused on the specific requirements of subject areas, such as science, in the communication process. To understand interactional patterns among diverse groups, this study involved teachers and students from three language groups: bilingual Spanish, bilingual Haitian Creole, and monolingual English. The study focused on the patterns of discourse and task engagement, as student dyads and teachers of the same language and culture communicated during three science tasks. Results indicated consistent interactional patterns within each language group but distinct differences among the three groups. The results are discussed with regard to the potential of instructional congruence in science learning with linguistically diverse students.
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U2 - 10.1016/S0898-5898(96)90024-8
DO - 10.1016/S0898-5898(96)90024-8
M3 - Article
AN - SCOPUS:0000289684
SN - 0898-5898
VL - 8
SP - 269
EP - 297
JO - Linguistics and Education
JF - Linguistics and Education
IS - 3
ER -