Discourse Modifications in Teacher Interactions with Limited English Proficient Students in Content Classrooms

Abstract

A study investigated the effects of the language used by native-English-speaking teachers on limited-English-proficient (LEP) students' opportunities to participate in classroom discussions. Three experienced secondary school science teachers were observed, interviewed, and videotaped over a period of a year. Each classroom contained 3-4 LEP students mainstreamed from bilingual programs. Selected LEP students were also interviewed. Classroom talk about science was transcribed; teacher utterances were coded and analyzed to assess differential distribution of speech act types. Results indicate differential use of utterance types. Teachers gave LEP students more directives to action than English-proficient students. In full class discussions, LEP students received fewer elicitations. Questions to LEP students were on a lower cognitive level and more frequently closed- than open-ended. However, teachers called on LEP students who had not volunteered more often than on non-volunteering English-proficient students and in lab settings, directed more answers-unknown questions to LEP students. Overall differences resulted in reduced opportunities for LEP students to participate in science discussions. Compensatory teaching strategies are recommended. Appendixes include coding for initiation, response, feedback names and acts and coding instructions. Forty-one tables are included. (MSE)