Get lit Helping English learners grow through intentional classroom conversations

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Published: Jan 21, 2024
Keywords:
Constructivist, sociocultural theory, Language Learning, metalinguistic awareness,, Immersive Reader

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Elizabeth Fincher
University of Vermont

Summary

The article outlines culturally responsive activities in dialogic literacy instruction to create an inclusive classroom environment. An overview of dialogic theory and practice grounds the need for effective professional development in literacy instruction. Discussion of how to create engaged, dialogic communities through daily classroom routines and evidence-based practices shows how to support English Learners’ literacy growth and increase linguistic responsiveness, especially with digital nativism.


 

Article Details

How to Cite
Fincher, E. (2024). Get lit: Helping English learners grow through intentional classroom conversations. WAESOL Educator, 49(1), 23–26. Retrieved from https://educator.waesol.org/index.php/WE/article/view/98
Issue
Vol. 49 No. 1 (2024): WAESOL Educator—Winter 2024
Section
Scholar-Practitioner
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

CC BY-NC-ND 4.0

 

 

Author Biography

Elizabeth Fincher, University of Vermont

Elizabeth A. Fincher is a lecturer at the University of Vermont in the Education Department, in Early Childhood Education, with a specialty in Elementary Literacy.  She has a Ph.D. from The University of Tennessee in Literacy Studies and Teaching English Language Learners and an MEd. in Teaching English Language Learners from University of Washington, Tacoma. Elizabeth's research interests are in literacy and language development of elementary students and particularly English learners and multilingual learners. She studies reader identity, critical literacy, self-efficacy, and language learning through qualitative methods. She seeks to promote culturally responsive and humanizing pedagogy in early literacy.