Abstract
Teachers’ discursive behaviors play an essential role in guided book reading activities to support students’ language and literacy development, as well as their establishment of reader identities. However, previous studies of guided book reading in teacher/student interactions focused on the teacher’s discursive strategies in a student’s first language (L1) learning. It is still unknown what discursive strategies second language (L2) teachers use in conducting guided book reading in L2. Guided by Lantolf’s sociocultural theory, this case study used a third-grade Chinese classroom as an example to examine and analyze a Chinese teacher’s discursive behaviors when she was conducting guided book reading across two text genres. It was found that the teacher had more interactions with students in reading narrative books and similar discursive strategies were used across two genres. In addition, it was found that the teacher selected her discursive strategies based on varying pedagogical purposes while reading in both genres. The findings of this study provide information on the pattern of the discursive strategies used for guided book reading activities in Chinese-as-an-additional-language classrooms and shed light on reading instruction of Chinese as an additional language.
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