Extending English-language learners' classroom interactions using the response protocol

Reading Teacher

Volumn 60, Issue 5, 2007, Pages 440-450

  Mohr, Kathleen A J ^a   Mohr, Eric S ^b  

^a UNIVERSITY OF NORTH TEXAS   (United States)

^b Frisco High School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847380648     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.60.5.4     Document Type: Article

References (46)

1. Branley, F.M. (1997). Down comes the rain. New York: HarperTrophy.
2. Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5-32.
3. Cazden, C.B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
4. Clay, M.M. (1993). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
5. Collier, V.P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 509-531.
6. Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2, 132-149.
7. Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: International Reading Association.
8. DeVillar, R.A., & Faltis, C.J. (1991). Computers and cultural diversity: Restructuring for school success. Albany: State University of New York Press.
9. Diaz, E., & Flores, B. (2001). Teacher as socioculturel, sociohistorical mediator: Teaching to the potential. In M.D. Reyes & J.J. Halcón (Eds.), The best for our children: Critical perspectives on literacy for Latino students (pp. 29-47). New York: Teachers College Press.
10. Díaz-Rico, L.T. (2004). Teaching English learners: Strategies and methods. Boston: Allyn & Bacon.
11. Echevarria, J., & Graves, A. (2003). Sheltered content instruction: Teaching English-language learners with diverse abilities (2nd ed.). Boston: Allyn & Bacon.
12. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. New York: Methuen.
13. Elley, W.B., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.
14. Fitzgerald, J. (1993). Literacy and students who are learning English as a second language. The Reading Teacher, 46, 638-647.
15. Forestal, P. (1990). Talking: Toward classroom action. In M. Brubacher, R. Payne, & K. Rickett (Eds.), Perspectives on small group learning: Theory and practice (pp. 159-173). Oakville, ON: Rubicon.
16. Garcia, E.E. (2001). Hispanic education in the United States: Raíces y alas. Lanham, MD: Rowman & Littlefield.
17. Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
18. Goldenberg, C.N. (1993). Instructional conversations: Promoting comprehension through discussion. The Reading Teacher, 46, 316-326.
19. Hudelson, S. (1984). Kan yu ret an rayt en Ingles: Children become literate in English as a second language. TESOL Quarterly, 18, 221-238.
20. Jiménez, R.T., García, G.E., & Pearson, P.D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90-112.
21. Johnston, P.H. (2004). Choice words: How our language affects children's learning. Portland, ME: Stenhouse.
22. Kasten, W.C. (1997). Learning is noisy: The myth of silence in the reading-writing classroom. In J.R. Paratore & R.L. McCormack (Eds.), Peer talk in the classroom: Learning from research (pp. 88-101). Newark, DE: International Reading Association.
23. Krashen, S.D., & Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. New York: Pergamon.
24. Laosa, L.M. (1977). Inequality in the classroom: Observation research on teacher-student interactions. Aztlan, 8, 51-67.
25. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.
26. Mohr, K.A.J. (1998). Teacher talk: A summary analysis of effective teachers' discourse during primary literacy lessons. Journal of Classroom Interaction, 33(2), 16-23.
27. Mohr, K.A.J. (2004). English as an accelerated language: A call to action for reading teachers. The Reading Teacher, 58, 18-26.
28. Nystrand, M., with Gamoran, A., Kachure, R., & Prendergast, C. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
29. Penfield, J. (1987). ESL: The regular classroom teachers' perspective. TESOL Quarterly, 21, 21-39.
30. Perez, B. (1996). Instructional conversations as opportunities for English language acquisition for culturally and linguistically diverse students. Language Arts, 73, 173-181.
31. Ramirez, J.D., Yuen, S.D., Ramey, D.R., & Merino, B. (1986). First year report: Longitudinal study of immersion programs for language-minority children. San Mateo, CA: Aguirre International.
32. Reyes, P., Scribner, J.D., & Scribner, A.P. (Eds.). (1999). Lessons from high-performing Hispanic schools: Creating learning communities. New York: Teachers College Press.
33. Rowe, M.B. (1974). Relation of wait-time and rewards to the development of language, logic, and fate control: Part II-Rewards. Journal of Research in Science Teaching, 11, 291-308.
34. Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the "silent" period. Journal of Child Language, 15, 567-590.
35. Schinke-Llano, L. (1983). Foreigner talk in content classrooms. In H.W. Seliger & M.H. Long (Eds.), Classroom oriented research in second language acquisition (pp. 146-164). Rowley, MA: Newbury House.
36. Stipek, D. (2002). Good instruction is motivating. In A. Wigfield & J.S. Eccles (Eds.), Development of achievement motivation (pp. 309-332). San Diego, CA: Academic Press.
37. Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge, England: Cambridge University Press.
38. Valdes, G. (1998). The world outside and inside schools: Language and immigrant children. Educational Researcher, 27(6), 4-18.
39. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Cambridge, MA: Harvard University Press. (Original work published 1934)
40. Weber, R.M., & Longhi-Chirlin, T. (2001). Beginning in English: The growth of linguistic and literate abilities in Spanish-speaking first graders. Reading Research and Instruction, 41(1), 19-50.
41. Wells, G., & Chang-Wells, G.L. (1992). Constructing knowledge together: Classrooms as centers of inquiry and literacy. Portsmouth, NH: Heinemann.
42. Wilhelm, R.W., Contreras, G., & Mohr, K.A.J. (2004, April). Barriers or frontiers: A bi-national investigation of Spanish-speaking immigrant students' school experiences. Paper presented at the Annual Convention of the American Educational Research Association, San Diego, CA.
43. Williams, J.A. (2001). Classroom conversations: Opportunities to learn for ESL students in mainstream classrooms. The Reading Teacher, 54, 750-757.
44. Wong Fillmore, L. (1991). Second-language learning in children: A model of language learning in social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). New York: Cambridge University Press.
45. Wong Fillmore, L. (2002, October). The development of academic language through early literacy experiences. Paper presented at the Early Literacy Conference, Dallas, TX.
46. Wood, D.J., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.