ABSTRACT

This qualitative study examined how specific instructional supports intended to scaffold emergent bilinguals’ oral production of explanations facilitated or constrained students’ attempts to explain. Findings demonstrate that explanations were very rarely produced, and when they were produced, the explanations were not particularly informative. Furthermore, the teachers’ attempts to support emergent bilingual talk via sentence starters, guiding questions, and rephrasing questions inadvertently undermined the students’ attempts to explain.

中文翻译：

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教学支持：是促进还是限制了新兴双语者的口头解释？

摘要

这项定性研究检查了特定的教学支持如何旨在支持新兴双语者的口头解释，以促进或限制学生的解释尝试。研究结果表明，很少产生解释，而当产生解释时，这些解释并不是特别有用。此外，教师尝试通过句子开头者，指导性问题和改写问题来支持紧急双语对话的尝试，无意中破坏了学生的解释性尝试。