The Quest for Linguistically Responsive Questioning: Using Knowledge of English Oral Proficiency Levels to Engage English Learners

Abstract

In this chapter, the authors provide an introspective account of how teachers in mainstream classrooms can use questioning to more effectively differentiate literacy instruction for English learners across subject areas. The authors offer a rationale for constructively responsive questioning and share tools and strategies for adapting levels of questioning to students’ English proficiency and grade levels with the goal of strengthening instruction and promoting student engagement in learning.

Citation

Mokhtari, K., Strebel, C., Mihai, F. and Crevecoeur-Bryant, E. (2020), "The Quest for Linguistically Responsive Questioning: Using Knowledge of English Oral Proficiency Levels to Engage English Learners", Ortlieb, E., Grote-Garcia, S., Cassidy, J. and Cheek, E.H. (Ed.) What’s Hot in Literacy: Exemplar Models of Effective Practice (Literacy Research, Practice and Evaluation, Vol. 11), Emerald Publishing Limited, Leeds, pp. 51-66. https://doi.org/10.1108/S2048-045820200000011006