TY - JOUR
T1 - Language-rich discussions for English language learners
AU - Zhang, Jie
AU - Anderson, Richard C.
AU - Nguyen-Jahiel, Kim
N1 - Funding Information:
The research reported in this paper was supported by the Institute of Education Sciences, U.S. Department of Education , through Grant R305A080347 to the University of Illinois at Urbana-Champaign. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
PY - 2013
Y1 - 2013
N2 - 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.
AB - 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.
KW - Classroom discussion
KW - Collaborative Reasoning
KW - English language learners
KW - Language development
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U2 - 10.1016/j.ijer.2012.12.003
DO - 10.1016/j.ijer.2012.12.003
M3 - Article
AN - SCOPUS:84874000155
SN - 0883-0355
VL - 58
SP - 44
EP - 60
JO - International Journal of Educational Research
JF - International Journal of Educational Research
ER -