The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Integrating Instructional Conversation Pedagogy into ESOL Teacher Preparation
Abstract
The purpose of this chapter is to explore pre-service ESOL teachers' views concerning the logistics of a course unit on instructional conversations (ICs). The chapter begins with an overview of sociocriticality and its foundational role in second language acquisition and moves to a review of sociocultural theory and critical theory in order to better understand the component parts of this concept. Next, the chapter provides a summary of the theory of instructional conversations along with a review of the instructional and conversational elements of such discussions and summarizes previous research on the contributions of ICs to English learners' content knowledge and language proficiency. The chapter then outlines the logistics of the course unit, provides a synopsis and discussion of the overall findings of the investigation along with a description of the relevancy of the unit to pre-service teachers' familiarity with and understanding of the theory and practice of IC pedagogy.
Related Content
|
Eleni Bina, Emmanouela Vardis Seiradakis.
© 2026.
34 pages.
|
|
Elena Hueso-García, Agustín Reyes-Torres.
© 2026.
38 pages.
|
|
Iris López Pedrosa, Ángela Dorado Otero.
© 2026.
26 pages.
|
|
Sofía Cerón-Montalbán, Yonty Friesem.
© 2026.
28 pages.
|
|
Vera Savić, Joan Kang Shin, Verica Milutinović.
© 2026.
32 pages.
|
|
Ana Flores Ortuño, Pedro Antonio Férez Mora, Julio Roca de Larios.
© 2026.
32 pages.
|
|
Michael Rabbidge.
© 2026.
30 pages.
|
|
|