Teacher Education

Document Type

Article

Publication Date

10-17-2018

Publisher

Routledge

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.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in International Multilingual Research Journal online on Oct. 17th 2018, available online: http://www.tandfonline.com/10.1080/19313152.2018.1531676.

Available for download on Friday, April 17, 2020

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