With an increasing concern in the American school system being the significant growth in the number of bilingual students, the communication between teacher and student, and student to student, has become a focus of attention. The purpose of the present study was to draw on Sullivan’s (2012) dialogical approach and Bakhtin’s theoretical framework on the concept of dialogism, using Bakhtin’s notions of utterance as the unit of analysis. Bakhtin’s (1986) primary (oral speech genres) and secondary genres (narrative texts) were applied to analyze the growth of oral language and meaning-making during interactive read-alouds when carefully scaffolded open-ended questions were utilized. The study approached the field through an individual and collective case study with two dual language learners (Ballantyne et al., 2008) in a kindergarten classroom. Participants’ utterances were collected using videotaped and audiotaped sessions and were analyzed by applying Cazden’s IRE (2001) protocol and a writing protocol. The findings suggested that Bakhtin’s ideas of author/hero, double-voicing, and elements of carnivalesque matter in the narrative texts read during interactive read-alouds. The findings also determined that Bakhtin’s concepts of (a) One Utterance, (b) Multiple Utterances, (c) Double-voicing, and (d) Revoicing emerged from the dataset. The triangulation of data sources confirmed the importance of teachers examining the texts to be used during read-alouds, and the importance of creating a dialogical atmosphere that generates multiple utterances from its participants and increases oral language skills and meaning-making.
|Advisor:||Cohen, Lynn E.|
|Commitee:||Choi, Haeryun, Goubeaud, Karleen, Kramer-Vida, Louisa, Manouvrier, Lynne|
|School:||Long Island University, C. W. Post Center|
|Department:||Interdisciplinary Educational Studies|
|School Location:||United States -- New York|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Pedagogy, Early childhood education|
|Keywords:||Bakhtin, Dialogism, Dual language learners, Early childhood, Kindergarten|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be