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.
| Original language | English |
|---|---|
| Pages (from-to) | 130-149 |
| Number of pages | 20 |
| Journal | Literacy Research and Instruction |
| Volume | 52 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2013 |
Scopus Subject Areas
- Education
- Linguistics and Language
Keywords
- comprehension
- conferring
- early childhood
- ELL
- qualitative research
- reading