Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)—that is, meaningful participation in disciplinary practices through communal and connected language interactions—for all students from minoritized communities, we integrate research on additional language development, disciplinary practices, sociocultural classroom interactions, and teacher learning. We recommend researcher-educator collaborations (a) develop indicators of ECT, (b) use lesson videos to make ECT visible, and (c) develop and test materials to support and scale teacher learning to enact ECT.

来自低收入有色社区的儿童和青少年的教育语言，包括那些学习英语作为另一种语言的人，在数十年来充满了意识形态纠缠，概念模糊和经验上的局限性。同时，实施公平教学实践的教师学习挑战在很大程度上仍未解决。着眼于改善公平的课堂讨论（ECT）-即通过公共和关联的语言互动有意义地参与纪律练习-对于来自少数民族社区的所有学生，我们整合了有关其他语言发展，纪律练习，社会文化课堂互动和教师学习的研究。我们建议研究人员与教育者合作（a）开发ECT的指标，（b）使用课程视频使ECT可见，并且（c）开发和测试材料以支持和扩展教师学习以实施ECT。