PUMP UP THE VOLUME: AMPLIFYING STUDENT DIALOGUE IN 21ST CENTURY ELL CLASSROOMS

Abstract

This Focus of Practice aimed to create a new, equitable classroom environment for English Language Learner (ELL) students at the Thai Chinese International School. The study sought to: (1) create classrooms that are full of lively discussions, respectful conversations, and based in rich literature; (2) cultivate democratic and equitable classroom structures that encourage an atmosphere where students’ voices are used, heard, acknowledged, and respected; and (3) employ appropriate technologies toward the goal of increasing student communication, collaboration, critical thinking, and creativity. Research Methods: Using the participatory action research method over three cycles of research, I memoed my observations; collected artifacts of work including journey lines, videotapes, and ThinkTrix Templates; and I transcribed dialogue with students, ECU professors, and the TCIS administrators. The project’s data that were qualitatively analyzed included: interview transcripts, observations, dialogical and artifact feedback, surveys, and Socratic Seminar mappings. Findings: The study revealed that middle school literature teachers of ELL students can foster relationships, improve academic interaction, and support deep understanding of literary content for 21st-century learners. Implications for Practice: These goals can be accomplished by devoting time to building bonds with the ELL students and encouraging them to build bonds with each other. Perhaps opening circles are the most dynamic way I found to build those relationships. Academic interaction around literature can also be improved through the use of dialogue in both small and large group settings. Specifically, talk that uses ThinkTrix questions in small groups and Socratic Seminars in large groups improve dialogue and academic interaction. Finally, using technologies like the ThinkTrix Template, Flipgrid, and Google Docs helps students to dig deep into literature and develop roots that feed higher level critical thinking and evaluation skills. During three cycles of PAR research, relationships flourished, student dialogue exceeded expectations, student understanding of literature was augmented, and I matured as a teacher and leader who models, coaches, and teaches these new skills to colleagues.