Teachers Learning to Implement Equitable Classroom Talk

doi:10.3102/0013189X211014859

Teachers Learning to Implement Equitable Classroom Talk

2021-05-17

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DOI：10.3102/0013189X211014859

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Language in education for children and youth from low-income communities of color, including those learning English as an additional language, has been fraught for decades with ideological entanglements, conceptual ambiguities, and empirical limitations. Meanwhile, the teacher learning challenge to implement equitable teaching practices remains largely unresolved. With an eye toward improving equitable classroom talk (ECT)-that is, meaningful participation in disciplinary practices through communal and connected language interactions-for all students from minoritized communities, we integrate research on additional language development, disciplinary practices, sociocultural classroom interactions, and teacher learning. We recommend researcher-educator collaborations (a) develop indicators of ECT, (b) use lesson videos to make ECT visible, and (c) develop and test materials to support and scale teacher learning to enact ECT.

Keywords:

classroom research

classroom talk

discourse analysis

equitable teaching

equity

improvement science

instructional practices

language processes

minoritized students

observational research

school improvement

sociocultural theory

teacher education

development

teacher learning

Teachers Learning to Implement Equitable Classroom Talk

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