Using talk to scaffold referential questions for English language learners

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher’s talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed.

► Referential questions promote language and cognitive development.
► Teacher training materials advocate the use of these questions.
► Research shows that language learners struggle with these question types.
► This study documents ways teachers use talk to scaffold students.