We examine how a book’s cultural relevance to an Emergent Bilingual (EB) student and prior teacher and students' talk turns during the interactive read-aloud are related to their vocabulary meaning engagement (e.g., defining word meanings). Two teachers and eight EBs from refugee backgrounds participated in the study in two groups. Statistical discourse analyses showed that particular talk turns (e.g., providing information, making unclear inferences, asking questions about vocabulary, asking questions for connecting, restating, and guiding the conversational direction) supported students’ vocabulary engagement. Two dimensions of books’ cultural relevance, race/ethnicity/religion and dialogue, predicted students’ vocabulary meaning engagement. These results suggest that teachers should encourage these talk turns and consider these dimensions of text selection to promote their EB students’ vocabulary engagement. Copyright © 2022 AERA.
|Publication status||Published - Apr 2022|
|Event||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century" - San Diego, United States|
Duration: 21 Apr 2022 → 26 Apr 2022
|Conference||2022 Annual Meeting of American Educational Research Association: "Cultivating Equitable Education Systems for the 21st Century"|
|Abbreviated title||AERA 2022|
|Period||21/04/22 → 26/04/22|