The Importance of Dyadic Classroom Conversations for Dual Language Learners
Table of Contents
Table of Contents
Report Publish Date: March 4, 2022
This journal article is a case study of a dual-language learner preschooler and how he interacted with others during whole-group, small-group, and one-on-one conversations in the classroom.
Primary Takeaways
In classroom observation, the young dual-language learner described in the case study did not speak during the whole-group lesson with eight other students, two of whom were not dual-language learners. He spoke only a few words in a slightly smaller group with six other dual-language learners. And he was animated, talkative, and funny in English and Spanish during one-on-one interaction with his teacher.
“To facilitate learning and increase participation for [a dual-language learner like] Christopher, who is less engaged in classroom discussions, we observed that dyadic conversations personalized learning, validated his home language, and ultimately increased his participation,” the authors write.
Overview and Objectives
Previous studies have found that using dual-language learners’ home language in the classroom, encouraging them to switch back and forth between languages, and nurturing high-quality teacher-student relationships can help dual-language learners do well in school. The authors wanted to see what difference the size of the group makes and whether one-on-one interactions are helpful for students who learn in two languages.
Hypothesis or Approach
The authors hypothesized that quieter dual-language learners might benefit from getting one-on-one attention from a teacher. They observed Christopher in three settings and transcribed and analyzed the interactions.
How This Influences Change
The authors say their case study provides practical tips for teachers.
“Teachers can use codeswitching and peer-to-peer talk to engage all students,” they write. “Supporting these oral language skills can help bridge the gap in later literacy outcomes for [dual-language learner] students and set them up for future success.”
Research: Go Deeper
This article presents a case study of a dual-language learner (DLL) preschooler in three classroom conversations: whole group, small DLL group, and a teacher–child dyadic conversation. By comparing the student's interactions across three contexts, the authors show how dyadic conversations between teachers and students can foster the oral language skills necessary for positive future literacy outcomes. In whole group, the DLL student was not actively engaged. He did not sing along with the class or take part in the ongoing conservations. The smaller DLL group lesson allowed the teacher to personalize the lesson and encourage the use of his home language. However, the dyadic conversation allowed for the greatest use of Spanish and codeswitching and was the setting where the student was seen to be most at ease. Dyadic conversations can help DLL students feel comfortable using English and their home language and should be encouraged in preschool classrooms.
The Reading Teacher, May/June 2022. https://dx.doi.org/10.1002/trtr.2089
Table 1: Language Use Across Settings, Page 779
Research Team
This study and report was conducted and created by the following people:
- Jarquin Tapia C
- Surrian S
- Curenton SM
Research to Explore
Early Childhood Education and Care
Early Childhood Is Critical to Health Equity
