Discourse processes in instructional conversations: Interactions between teacher and transition readers

摘要: Generations of educators since the time Socrates have argued for a kind teaching that helps students develop ability to comprehend complex ideas and texts. This might be particularly important low‐income, cultural‐minority learning second language, many whom continue at risk underachievement in school. We propose “instructional conversations” (Tharp & Gallimore, 1988, 1989) one way achieve these ambitious, but elusive, educational goals. In this article we discuss discourse properties instructional conversations suggest their likely effects on students’ conceptual linguistic development.