Abstract

This article explores how a second-grade teacher’s strategic talk moves supported her multilingual students, many of whom were designated as English Learners (ELs), to engage with complex content using purposeful, authentic communication during a 14-week read-aloud unit focused on historical changemakers. Collaborative coding of whole-class and small-group discussions indicated that the teacher played a pivotal role in facilitating her students’ productive interactions with content and with each other. Through her range in strategic talk moves, variation in those moves based on participant structures (i.e., whole group, small group), and close attention to students’ individual needs, she positioned her young multilingual students as capable, critical thinkers.

摘要

本文探讨了一名二年级教师的策略性谈话动作如何支持她的多语种学生，其中许多人被指定为英语学习者 (ELs)，在为期 14 周的朗读单元中使用有目的的、真实的交流来参与复杂的内容历史变革者。全班和小组讨论的协作编码表明，教师在促进学生与内容和彼此之间的富有成效的互动方面发挥了关键作用。通过她的战略谈话动作范围、基于参与者结构（即整个小组、小组）的这些动作的变化以及对学生个人需求的密切关注，她将年轻的多语种学生定位为有能力的批判性思考者。