Dual language (DL) programs experience many tensions stemming from English hegemony in its curriculum, instruction, and assessment. These tensions often work in concert to usurp the three goals of DL programs to develop bilingualism, biliteracy, and bicultural competence while achieving grade level standards for its students. Subsequently, there…

This article presents the findings of a literature review conducted from 2005 to 2013 on the elements involved when a school internationalises. In the past there has been predominant focus on the teachers or the international students at schools with little emphasis on a whole school approach to internationalisation. This review considers the body…

This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and…

The dialogue that occurs in science classrooms has been the subject of research for many decades. Most studies have focused on the actual discourse that occurs and the role of the teacher in guiding the discourse. This case study explored the neglected perspective of secondary science students and their beliefs about their role in class…

Engagement is related to important student outcomes such as persistence, retention, and grades. It is key to all students' learning, but it may be particularly important for culturally diverse students who may have fewer models and other resources for keeping themselves engaged. As the institutions of higher education become increasingly…

This case study draws on Gee's (1989) "D/discourse theory" to investigate English learners' (ELs') perspectives regarding Accountable Talk (AT)--a structured, discourse-intensive instructional approach--after a yearlong implementation in three content-based (mathematics) middle school classrooms. Interviews with 21 ELs (3 Advanced…

Teachers often assume that personal experience is a rich resource for classroom chat and a gold standard for meaningful exchange of information. But in this paper, we first present three kinds of reasons for suspecting that primary intersubjectivity--the "me and you" relationship in which personal experiences are directly exchanged…

The growing number of young children around the world learning English has resulted in an increase in research in the field. Many of the studies have investigated approaches to learning and teaching, with a particular emphasis on effective pedagogies (e.g. Harley 1998; Shak and Gardner 2008). Other studies have focused on the linguistic gains of…

In this paper we consider how mathematics instruction that values, attends to, and builds on students' mathematical ideas is realized through discourse. We describe interactions that build on students' thinking and in which students help to determine the direction of mathematics lessons as responsive. Using a framework we developed to characterize…

In order to reduce the passivity of students and enhance their learning experience in large lectures, we developed a browser-based tool called Classroom Interacter to promote classroom interaction. It allows students to use their own mobile devices to participate in the learning process. The main features of Classroom Interacter include live…

Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from…

This study investigated the nature and degree of difference in students' behaviors, participation, and power structures in classroom based online book discussions versus face-to-face discussions using pseudonyms, to determine whether online discussion is a useful adjunct to face-to-face literature circles in involving all students as participants.…

This article applies conversation analysis to classroom talk-in-interaction where pupils respond to poetry they have heard. The phenomenon of repeating in discussion details from the poem, including patterns of delivery, is considered and named echo to distinguish it from quotation in writing. The phenomenon is significant to the pedagogy of…

Teachers can reflect on and analyze their classroom discourse to inform their instructional practice. When teachers try to do so however, they often face analytic difficulties, which include the data set (e.g., data input, data transformation, and utterances by unknown speakers), coding (e.g., coding complexity, reliability, and efficiency),…

Theoretical and empirical data support that the feedback given in small group activities promote second language acquisition. There are many studies that have examined the impact of interaction on second language acquisition in controlled language situations. This study examines the small group activity "conversation partner" in order to…