Relevant bibliographies by topics / Multilingual Classroom Teacher-Talk

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Multilingual Classroom Teacher-Talk'

Author: Grafiati
Published: 9 October 2021
Last updated: 30 July 2025

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Journal articles on the topic "Multilingual Classroom Teacher-Talk"

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Budde, Christina, Margaret Marcus, Melinda Martin-Beltran, and Rebecca Silverman. "Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions." Language and Literacy 24, no. 2 (2022): 216–44. http://dx.doi.org/10.20360/langandlit29555.

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Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and
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Karki, Debraj. "English Medium Instruction in Multilingual Classroom of Community Schools of Nepal." Journal of NELTA Gandaki 4, no. 1-2 (2021): 109–18. http://dx.doi.org/10.3126/jong.v4i1-2.42650.

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Multilingualism and multilingual classroom are the reality of language education in Nepal. Teaching in multilingual classroom is both fascinating and challenging for teachers. The article aims at exploring how the monolingual ideology over English language teaching has created a gap between the linguistic capital of learners and the authoritative pedagogical practices of teachers. Taking case of a community school in Lalitpur district, I investigate the practices of teaching English to multilingual learners in a community school and explore pertinent issues of monolingual practices in a multil
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El Mouhayar, Rabih. "Teachers’ use of language in multilingual mathematics classrooms during trouble-spots." Avances de Investigación en Educación Matemática, no. 19 (May 2, 2021): 21–38. http://dx.doi.org/10.35763/aiem.v0i19.405.

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Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. Th
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Solís, Jorge L. "Mixing Time in a Bilingual Program: When Science Time is English Time." Association of Mexican American Educators Journal 11, no. 1 (2016): 146. http://dx.doi.org/10.24974/amae.11.336.

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The setting of this study reflects a common approach for teaching science to K-5 bilingual/multilingual learners combining science time with English-only language instruction. While programs that use both languages to teach bilingual students are more effective in preparing K-5 Latin@ students in science, instruction in science in K-5 classrooms remains largely taught in English. The paper examines how a recurring classroom routine, Community Circle time, exposes the academic and behavioral expectations of a 3rd classroom composed of bilingual/multilingual students learning science. The paper
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Quasthoff, Uta, Vivien Heller, Susanne Prediger, and Kirstin Erath. "Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning." European Journal of Applied Linguistics 10, no. 1 (2022): 57–85. http://dx.doi.org/10.1515/eujal-2020-0015.

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Abstract This study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and Germa
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Nag, Sonali, Gideon Arulmani, Dhir Jhingran, Jelena Mirković, Alis Oancea, and Margaret Snowling. "Adopting Quality for School Readiness (AQSR)." Topics in Language Disorders 45, no. 2 (2025): 135–56. https://doi.org/10.1097/tld.0000000000000366.

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High-quality oral language interventions support children’s readiness for formal literacy instruction, and yet guidance for multilingual classrooms is not available. To address this gap, we drew on the empirical literature on linguistically diverse learners, classroom linguistic environments, and usage-based theories to identify principles for recommended pedagogical practices. We next examined how teachers explained their oral language teaching and what they said after delivering an intervention based on recommended practice. Using a reflexive approach to qualitative interview and questionnai
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Attard Borg, Naomi. "The Role of Language in Physics Education in Bilingual and Multilingual Classrooms." Malta Journal of Education 5, no. 01 (2024): 6–30. http://dx.doi.org/10.62695/hwfs1914.

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In view of the challenges that students learning sciences in their native language face, identifying pedagogical ways to improve the performance of first-language Maltese speakers who lack adequate proficiency in the English language is crucial. This is so, as these students are faced with a double challenge; learning the language of physics and learning physics in their second language. Since language and understanding are intertwined, Maltese students need to overcome these two obstacles. This study was carried out with my own class in the form of action research. It focused on language use
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Palmer, Deborah. "Angela Creese: Teacher Collaboration and Talk in Multilingual Classrooms." Language Policy 7, no. 2 (2008): 183–85. http://dx.doi.org/10.1007/s10993-007-9073-4.

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Ewen, Claire. "Book Review: Teacher Collaboration and talk in multilingual classrooms Creese, A. Multilingual Matters Ltd: Clevedon, 2005. 217pp. Pbk £24.95. ISBN: 1-85359-821-6." Child Language Teaching and Therapy 25, no. 1 (2009): 141–43. http://dx.doi.org/10.1177/0265659009102931.

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Ngo, Phuong Le Hoang. "EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education." Journal of English as a Lingua Franca 13, no. 1 (2024): 163–84. http://dx.doi.org/10.1515/jelf-2024-2008.

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Abstract Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching Eng
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Dissertations / Theses on the topic "Multilingual Classroom Teacher-Talk"

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Bassi, Madu Musa. "Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory." University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.

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Philosophiae Doctor - PhD<br>It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presenta
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Books on the topic "Multilingual Classroom Teacher-Talk"

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Creese, Angela. Teacher Collaboration and Talk in Multilingual Classrooms. Bilingual Education and Bilingualism. Multilingual Matters, 2005.

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Creese, Angela. Teacher Collaboration and Talk in Multilingual Classrooms (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2005.

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Teacher Collaboration And Talk In Multilingual Classrooms (Bilingual Education and Bilingualism). Multilingual Matters Limited, 2005.

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Teacher Collaboration And Talk In Multilingual Classrooms (Bilingual Education and Bilingualism, 51). Multilingual Matters Limited, 2005.

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Book chapters on the topic "Multilingual Classroom Teacher-Talk"

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"Chapter 8. Content-based Language-learning and Language-based Content-learning: Learning a Second Language in the Mainstream Classroom." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-012.

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Ferraro, Marisa. "Extending Student (R)esponse to (E)ngagement in a Bilingual Classroom." In Advances in Educational Technologies and Instructional Design. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0543-0.ch001.

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The growing diversity of students in schools has raised important questions regarding how students learning English and discipline-content simultaneously succeed academically. This challenge has been exacerbated by disparities in resources among multilingual communities throughout the COVID-19 pandemic. In problematizing the shape of classroom discourse, this chapter examines a middle school language arts lesson that fosters abundant turns at student talk. Two questions are explored in this study: 1) How does the teacher transform from an initiator to facilitator? and 2) What moves allow stude
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"Teachers in Multilingual Mainstream Classrooms:." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. https://doi.org/10.2307/jj.27710937.9.

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"Bilingual Teachers and Students in Secondary School Classrooms:." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. https://doi.org/10.2307/jj.27710937.15.

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"Chapter 3. Teachers in Multilingual Mainstream Classrooms: Enacting Inclusion." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-007.

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"Acknowledgements." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-001.

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"A Note on Terminology." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-002.

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"Abbreviations." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-003.

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"Introduction." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-004.

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"Chapter 1. Theoretical and Methodological Frameworks." In Teacher Collaboration and Talk in Multilingual Classrooms. Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598234-005.

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You might also be interested in the extended bibliographies on the topic 'Multilingual Classroom Teacher-Talk' for particular source types:
Journal articles
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