Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms

Reading Teacher

Volumn 54, Issue 8, 2001, Pages 750-757

  Williams, Joan A ^a  

^a Dallas Independent School District   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0038976246     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (37)

1. Armstrong, T. (1998). Awakening genius in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
2. Caine, R., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
3. Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann.
4. Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Review, 42, 1-33.
5. Collier, V.P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617-641.
6. Collier, V.P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 509-531.
7. Collier, V.P., & Thomas, W.P. (1989). How quickly can immigrants become proficient in school English? Journal of Educational Issues of Language Minority Students, 5, 26-38.
8. Corson, D. (1995). Using English words. Dordrecht, The Netherlands: Kluwer.
9. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center.
10. Cummins, J., & Fitzgerald, J. (1999). Bridging disciplines to critique a national research agenda for language-minority children's schooling. Reading Research Quarterly, 34, 378-390.
11. Fitzgerald, J., & Noblit, G. (1999). About hopes, aspirations, and uncertainty: First-grade English language learners' emergent reading. Journal of Literacy Research, 31, 133-182.
12. Gallas, K., Anton-Oldenburg, M., Ballenger, C., Beseler, C., Griffin, S., Pappenheimer, R., & Swaim, J. (1996). Talking the talk and walking the walk: Researching oral language in the classroom. Language Arts, 73, 608-617.
13. García, E. (1998). Multilingualism in U.S. schools: From research to practice. Paper presented at the California Reading and English Language Learner Forum, Sacramento, CA.
14. Gavalek, J.R., & Raphael, T.E. (1996). Changing talk about text: New roles for teachers and students. Language Arts, 73, 182-192.
15. Gee, J. (1996). Social linguistics and literacies. Bristol, PA: Falmer.
16. Gersten, R. (1996). Literacy instruction for language-minority students: The transition years. The Elementary School Journal, 96, 227-244.
17. Goldenberg, C. (1992). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
18. Goldenberg, C., & Patthey-Chavez, G. (1995). Discourse processes in instructional conversations: Interactions between teacher and transition readers. Discourse Processes, 19, 57-73.
19. Goodman, Y. (1985). Kidwatching. In A. Jaggar & M.T. Smith-Burke (Eds.), Observing the language learner (pp. 8-19). Newark, DE: International Reading Association.
20. Handscombe, J. (1989). A quality program for learners of English as a second language. In P. Rigg & V. Allen (Eds.), When they all don't speak English (pp. 1-14). Urbana, IL: National Council of Teachers of English.
21. Krashen, S., & Biber, D. (1988). On course: Bilingual education's success in California. Sacramento, CA: California Association for Bilingual Education.
22. Macías, R.T., Nishikawa, S., & Venegas, J. (1998). Summary report of the survey of the states' limited English proficient students and available educational programs and services, 1996-1997. Washington, DC: National Clearinghouse for Bilingual Education.
23. McCauley, J., & McCauley, D. (1992). Using choral reading to promote language learning for ESL students. The Reading Teacher, 47, 526-533.
24. Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
25. Mohr, K. (1998). Teacher talk: A summary analysis of effective teachers' discourse during primary literacy lessons. Journal of Classroom Interaction, 33, 16-23.
26. Murphy, S., Shannon, P., Johnston, P., & Hansen, J. (1998). Fragile evidence: A critique of reading assessment. Mahwah, NJ: Erlbaum.
27. National Center for Education Statistics. (1997). The condition of education, 1997. Washington, DC: U.S. Department of Education.
28. National Center for Education Statistics. (1998). Dropout rates in the United States: 1998. Washington, DC: U.S. Department of Education.
29. Ochs, E., Taylor, C., Rudolph, D., & Smith, R.C. (1992). Story-telling as a theory-building activity. Discourse Processes, 16, 37-72.
30. Raphael, T.E., & Brock, C.H. (1993). Mei: Learning the literacy culture in an urban elementary school. In D. Leu & C. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice (pp. 179-188). Chicago: National Reading Conference.
31. Rhodes, L., & Nathenson-Mejia, M. (1992). Anecdotal records: A powerful tool for ongoing literacy assessment. The Reading Teacher, 45, 502-509.
32. Rowe, M.B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37, 43-50.
33. Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, England: Cambridge University Press.
34. Truscott, D., & Watts-Taffe, S. (1998). Literacy instruction for second-language learners: A study of best practices. National Reading Conference yearbook, 47, 242-252.
35. Truscott, D., & Watts-Taffe, S. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77, 258-265.
36. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Trans.). Cambridge, MA: Harvard University Press.
37. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.