Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students

Kibler, Amanda K.

doi:10.1016/j.linged.2010.11.002

Cited by 12 publications

(11 citation statements)

References 36 publications

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“…Teachers need to understand how the quality of their interactions affects multilingual students' language development. Although teachers do have limited time, this study and previous research (Freedman, et al, 2005;Kibler, 2011) have shown that quick check-ins allow for meaningful interaction, provided both teacher and student orient to each other's discourse through simple moves such as pausing or checking for comprehension. Future research must address how teachers can become mindful of their interactions with multilingual students to foster practices that scaffold rather than restrict opportunities to develop academic language through writing.…”

Section: Discussionmentioning

confidence: 50%

“…While these behaviours are not groundbreaking discoveries, they do illustrate known best practices for supporting multilingual students' learning to write (Aljaafreh & Lantolf, 1994;Ewert, 2009;Gibbons, 2009;Kibler, 2011). The above factors were present in most interactions where teacher-student talk was taken up in students' writing.…”

Section: Conditions That Support Uptake In Writingmentioning

confidence: 92%

“…This teacher and the teacher in Freedman et al (2005) saw these quick conferences as manageable scaffolding within the time constraints of a typical high school classroom. In the only study to observe this phenomenon with multilingual high school students, Kibler (2010Kibler ( , 2011 found that teacher check-ins supported multilingual writers through multiple forms of scaffolding talk, such as varying levels of questioning, rephrasing students' contributions into academic register, and allowing peer use of students' first languages to negotiate ideas. Kibler (2011) also observed, however, that other teacher practices, such as providing models and withholding approval of proposed revisions, limited students' learning of academic language.…”

Section: Writing Conferences and Oral Feedbackmentioning

confidence: 99%

“…One possible reason for the discrepancy may be the teachers' limited understanding of second language development (see Gilliland, forthcoming, for an analysis of these teachers' beliefs about language and writing). Like the teacher in Kibler's (2011) study, these teachers struggled with "difficult pedagogical choices responding to emergent bilinguals and their needs in these situations" (p. 214). The teachers seemed unable to adapt their scaffolding appropriately to support students with less academic English proficiency.…”

Section: Reasons For Limited Uptake In Student Writingmentioning

confidence: 99%

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Academic Language Socialization in High School Writing Conferences

Gilliland¹

2014

The Canadian Modern Language Review

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This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author argues that teachers' oral responses during writing conferences can either scaffold or deter students' socialization into valued ways of using academic language for school writing. She suggests what forms of oral response provide scaffolding and what forms might limit multilingual adolescent learners' academic literacy. Constructive interactions engaged students in dialogue about their writing, and students included content or phrasing from the interaction in their texts. Unhelpful interactions failed to foster students' language development in observable ways. Although teachers attempted to scaffold ideas and language, they often did not guide students' discovery of appropriate forms or points. These interactions represent restrictive academic language socialization: while some students did create academic texts, they learned little about academic language use.

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Section: Discussionmentioning

confidence: 50%

Section: Conditions That Support Uptake In Writingmentioning

confidence: 92%

Section: Writing Conferences and Oral Feedbackmentioning

confidence: 99%

Section: Reasons For Limited Uptake In Student Writingmentioning

confidence: 99%

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Academic Language Socialization in High School Writing Conferences

Gilliland¹

2014

The Canadian Modern Language Review

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“…These studies (e.g. Komter 2006Komter , 2012Mortensen 2013;Nissi 2015;Pälli & Lehtinen 2014;Wilkinson, Bloch & Clarke 2011) have shown that writing is in many ways a social activity, one that can have multiple interactional functions which are related and tailored to specific local contexts.…”

Section: Introductionmentioning

confidence: 99%

Gaining access to another participant’s writing in the classroom

Jakonen

2016

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Prior conversation analytic studies have shown that writing is a multifaceted activity, one that is accomplished in different participation configurations and through different practices of text production. A key factor that organises writing is whether participants jointly produce one text or write their own texts individually. While this choice is sometimes institutionally regulated (e.g. when counsellors take notes only for themselves), in some settings participants can manage the 'jointness' of writing. This article explores such management by examining how students seek and gain access to another student's writing during individual writing tasks. The multimodal analysis focuses on sequences where students consult or share task answer formulations with each other, showing some routine ways -verbal and embodied -of negotiating such access. The focal sequences are a site of moral negotiation about where the borderline between individual and social lies, which manifests itself through different ways of seeking and granting (or blocking) access.

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Discourse in Educational Settings

Adger¹,

Wright²

2015

The Handbook of Discourse Analysis

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Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students

Cited by 12 publications

References 36 publications

Academic Language Socialization in High School Writing Conferences

Academic Language Socialization in High School Writing Conferences

Gaining access to another participant’s writing in the classroom

Discourse in Educational Settings

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