Abstract
This study examines how online discussions were used in one language teacher education program. The linguistically responsive teaching (LRT; Lucas & Villegas, 2013) and dialogic affordances of 50 discussion prompts, as well as discursive qualities of engagement in six discussions, were analyzed using content and discourse analyses. Findings indicate that prompts offered opportunities for dialogic engagement with LRT content. Prompts shaped the dialogic engagement of teacher candidates in discussion threads, showing that candidates engaged more critically with dominant sociocultural discourses than with immediate interlocutor contexts. Analyses provide language teacher educators guidance on using online discussions to foster critical engagement.
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