Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions

Few studies investigate how teacher discourse moves relate to subsequent student in real-time small-group reading instruction with multilingual learners (MLLs). Grounded sociocultural theory and classroom research, this study examines fourth-grade MLLs engage reasoning during text-based discussions. We argue that by examining holistically - beyond speaker turns we can capture teacher-talk facilitate or constrain reasoning. This examination illuminates practices such as “procedural instruction” “reference text,” important consequences for MLLs. Our has implications scholarship analyzing talk literacy educators facilitating discussions where sophisticated complex discourse.