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|Title:||Dialogic Interaction of Language Learners in a Knowledge Building Community|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Dehghan-Chaleshtori, M. & Zhang, J. (2020). Dialogic Interaction of Language Learners in a Knowledge Building Community. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 681-684). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This study analyzed the engagement of eight English as a New Language (ENL) students in collaborative science inquiry over a school year in Grade 5. The science inquiry integrated knowledge-building discourse in the classroom and online. The data sources included classroom observations, records of face-to-face and online discourse, and interviews with the ENL and regular classroom teachers. Despite the language difficulties that the students encountered, they were able to improve their participation over time, interacting with peers in the knowledge-building discourse with support from the ENL teacher and regular classroom teacher. Collaborative knowledge building provides an authentic, dialogical context that integrates language learning with language use, with rich opportunities and social support for ENL students’ to both listen and express their voice in classroom communication.|
|Appears in Collections:||ICLS 2020|
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