Extending English-Language Learners' Classroom Interactions Using the Response Protocol
Article first published online: 9 NOV 2011
2007 International Reading Association
The Reading Teacher
Volume 60, Issue 5, pages 440–450, February 2007
How to Cite
Mohr, K. A.J. and Mohr, E. S. (2007), Extending English-Language Learners' Classroom Interactions Using the Response Protocol. The Reading Teacher, 60: 440–450. doi: 10.1598/RT.60.5.4
- Issue published online: 9 NOV 2011
- Article first published online: 9 NOV 2011
- language learners;
- oral language;
- early childhood;
- early adolescent
Despite the need to use and develop their English-language proficiency, English-language learners (ELLs) are often quiet during classroom discussions. The Response Protocol was developed to help teachers elicit and support the oral interactions of ELL students.
The Response Protocol is a framework consisting of six types of responses that students might make to teacher queries. These response options range from providing accurate information in standard English to saying nothing at all. The tendency for students to disengage from teacher-initiated interactions can be offset by more skillful management of conversation and instruction. The Response Protocol provides follow-up prompts teachers can use to elicit, elaborate, and extend questions and answers. Each response category is described and illustrated with authentic classroom examples. The article also includes a list of general language development guidelines that serve to improve classroom talk and support the social, emotional, language, and academic growth of English-language learners.