Abstract
ABSTRACTThis article analyzes how emergent bilinguals discursively support one another during literacy activities in a cross-aged peer-tutoring program in their elementary school. Drawing from Vygotskian sociocultural theory, we frame peer supports as developing a zone of relevance that fosters and sustains peer engagement in literacy discussions. Microgenetic analysis reveals how children worked together and supported one another through discursive moves that provided social, linguistic, and cognitive supports. By analyzing how children encourage elaborative conversation toward meaning-making of texts, this study contributes to deeper understandings of how multilingual children can engage in high-quality interactions together in literacy classrooms. Our findings have implications for further research concerning discursive mediation emergent bilinguals do together as they engage in literacy practices and suggest that educators listen for, acknowledge, and encourage these rich mediational strategies in peer interactions.
Published Version
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