Extending English-Language Learners' Classroom Interactions Using the Response Protocol

Despite the need to use and develop their English‐language proficiency, English‐language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students. The Response Protocol is a framework c...

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Veröffentlicht in:	The Reading teacher 2007-02, Vol.60 (5), p.440-450
Hauptverfasser:	Mohr, Kathleen A.J., Mohr, Eric S.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Discourse Academic learning childhood Classroom Communication Classroom discussion Classroom interaction Classroom Techniques Cues discussion early adolescent early childhood Educational Environment ELL English (Second Language) English as a second language learning English language learners English teachers expressive Guidelines Immigration Language language learners Language Proficiency Learning Learning motivation Motivation Observational research Oral Language Primary Education Reading teachers Responses Second Language Learning Standard Spoken Usage strategies Student teacher relationship Teacher Student Relationship Teachers Teaching
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