Teacher Education
Document Type
Article
Publication Date
3-6-2019
Publisher
Taylor & Francis
Abstract
This study examines how emergent bilinguals seek help in language arts and how peers respond to their requests for help. Using 6 months of naturally occurring student talk in a U.S. fourth grade classroom, this article shows that (a) emergent bilinguals more frequently use general requests than specific requests to obtain help, (b) only 41% of emergent bilingual requests for help succeeded in eliciting helpful peer responses, and (c) there is no significant difference between specific and general requests for help and help received. Findings suggest the need for policies and practices that foster the educational environments necessary for peer collaboration that promotes academic understanding.
Recommended Citation
Rodriguez-Mojica, C. (2019). I don’t get it: Emergent bilinguals seeking and receiving help from peers in English language arts. Literacy Research and Instruction. doi:10.1080/19388071.2019.1585492
Comments
This is an Accepted Manuscript of an article published by Taylor & Francis in Literacy Research and Instruction on [Mar. 6th 2019, available online: http://www.tandfonline.com/10.1080/19388071.2019.1585492.