An Analysis of the Discourse and Actions of Reading Conferences with English Learners: A Situated Perspective

Autor/in	Brown, Sally
Titel	An Analysis of the Discourse and Actions of Reading Conferences with English Learners: A Situated Perspective
Quelle	In: Literacy Research and Instruction, 52 (2013) 2, S.130-149 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2012.742601
Schlagwörter	Literacy; Elementary School Teachers; English (Second Language); Second Language Learning; Monolingualism; English Language Learners; Whites; Discourse Analysis; Sociocultural Patterns; Self Concept; Error Correction; Metalinguistics; Difficulty Level; Reading Instruction; Elementary School Students; Comparative Analysis; Native Speakers + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; White; Weißer; Diskursanalyse; Soziokulturelle Theorie; Selbstkonzept; Korrektur; Metalanguage; Metasprache; Schwierigkeitsgrad; Leseunterricht; Muttersprachler
Abstract	In this article the author shares examples of reading conferences with 10 English learners over the course of a semester. The reading conferences are conducted by four monolingual, European-American teachers at a primary school in the Southeastern United States. Sociocultural and identity theories are used as a theoretical frame for the research study. Observations of the reading conferences reveal several themes inhibiting the literacy learning of English learners: lack of self-correction opportunities, unbalanced instruction, metalanguage, text difficulty, and book levels. In addition, the conferences with English learners are compared to native-speaking students in a cross-case analysis. Transcripts illustrate the complex factors affecting the learning and identity formation process for English learners. The author offers suggestions for reframing reading conferences with English learners. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10