Examining teacher practice using instructional conversation in a third grade classroom with English language learners

Research suggests that English language learners need more exposure to oral language use especially with a focus on academic language. Learning language through interactive teaching and discourse has strong empirical backing as a cogent methodology to increase oral, written, and academic language for students for whom English is a second language. This action research looked at how Instructional Conversation, linked both conversational practice and instructional objectives to enhance spoken and written language. Data was collected via teacher observation, data memos, and an Instructional Conversation rubric. Findings supported how interactive teaching and discourse provided a salient vehicle for English language learners to use language authentically in a public school classroom. Students benefitted from the consistency of implementation of Instructional Conversation and, as a result, improved their language use, critical thinking, and interpersonal communication. The researcher found that the use Instructional Conversation was an effective method for teaching third grade students when these discussion-based lessons were well thought-out and planned, implemented with fidelity, and included self-reflection as an integral process for improving practice