Instructional Conversation Study - Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School

Oct 15, 2026

Uploaded by Stanley

Preliminary findings from a pedagogical intervention examine instructional conversation as a classroom approach intended to improve instruction for all students, with particular attention to emergent bilinguals (English language learners) in U.S. elementary schools. The study is nested within a larger randomized controlled trial targeting upper elementary achievement and reports standardized student achievement data (N=74) and early ordinary least squares results in English language arts. Baseline equivalency limitations after teacher randomization are addressed with strategies and implications for inclusive education, especially for students whose parents speak other languages at home.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages44

Reading Time1 h 51 min

AccessFree to download

Introduction

Instructional Conversation and Emergent Bilinguals

Keywords

American Educational Research Journal June 2018, Vol. 55, No. 3, pp. 488–531 DOI: 10.3102/0002831217741089 􀀂 2017 AERA. [http://aerj](http://aerj).[aera.net](aera.net) Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School Pedro R. Portes University of Georgia Manuel Gonz´alez Canch´e University of Pennsylvania Diego Boada Melissa E. Whatley University of Georgia This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners) . The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were PEDRO R. PORTES, PhD, is the Goizueta Foundation distinguished chair for Latino teacher education, professor in the department of counseling and human development services, and executive director of the Center for Latino Achievement and Success in Education (CLASE), 125 Aderhold Hall, College of Education, Athens, GA 30602; [e-mail:](e-mail: portes@uga.edu. His)[ portes@uga.edu](e-mail: portes@uga.edu. His)[. His](e-mail: portes@uga.edu. His) interests center on linking primary prevention practices to human development within a cultural-context perspective, the development of culturally valid methods, improving teacher and counselor education, and equity in educational policy. MANUEL GONZ´ALEZ CANCH´E, PhD, is an associate professor of higher education at the University of Pennsylvania. His research follows two interconnected paths. The first concerns issues of access, persistence, and success, with an emphasis on institution effects—such as two-year versus four-year college and distance from home—on students’ outcomes. The second focuses on higher education finance, with emphases on spatial modeling and competition based on spatial proximity and spillover effects. DIEGO BOADA, MEd, is a doctoral candidate in learning, design, and technology at the University of Georgia. His areas of interest include teacher education, instructional design, and English language learners. MELISSA E. WHATLEY, MA, is a doctoral candidate in the Institute of Higher Education atthe University of Georgia. Her research focuses on issues surrounding the democratization of study abroad and the stratification of education abroad opportunities. Instructional Conversation and Emergent Bilinguals gathered from (N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home. KEYWORDS: English language learners, instructional conversation, professional development, randomized trial, school achievement Introduction Teaching through conversation in small groups characterizes a dialogic approach that is increasingly being employed as a primary means to facilitate academic learning in schools. Current research on dialogic and enriched language approaches is being advanced that contrasts with traditional and direct instruction methods (Clarke, Resnick, & Rose, 2016; Lawrence, Crosson, Par´e-Blagoev, & Snow, 2015; Lawrence, Francis, Par´eBlagoev, & Snow, 2016; Lesaux, Kieffer, Kelley & Harris, 2014) . Also, thereis some evidence that the language of instruction for diverse students may not be as critical as teacher practices grounded in pedagogical research (Cheung & Slavin, 2012) . Evidence-based methods and strategies for reading may accelerate school learning in helping student

FAQs

What is the purpose of the Instructional Conversation intervention in this study?

The study evaluates a pedagogical intervention designed to improve instruction for all students, with special focus on emergent bilinguals (English language learners).

How is the research study structured and what data are reported?

The study draws preliminary results from a larger randomized controlled trial of Instructional Conversation, using standardized student achievement data from randomized teachers’ classrooms (N=74).

What issues are discussed regarding the study’s results?

The study discusses limitations in baseline equivalency after teacher randomization and provides strategies to overcome them, along with implications for educating all students, especially those with non-English-speaking parents at home.

Oct 15, 2026

Uploaded by Stanley