ESL-7600

Ardasheva, Y., Howell, P. B., & Vidrio Magaña, M. (2016). Accessing the classroom discourse community through accountable talk: English learners’ voices. TESOL Journal, 7(3), 667–699.
Ardasheva, Y., Howell, P. B., & Vidrio Magaña, M. (2016). Accessing the classroom discourse community through accountable talk: English learners’ voices. TESOL Journal, 7(3), 667–699.

Resilient Educator. (n.d.). Doing accountable talk in the classroom. https://resilienteducator.com/classroom-resources/accountable-talk-classroom/
This resource explores strategies and tips for implementing Accountable Talk. In addition to this article, considering browsing the other resources on this excellent website.

Colorin Colorado. (2012, December 14). Becoming bilingual. PBS Broadcast.
This video provides a clear and compelling overview regarding bilingualism in the U.S. Please watch the entire 30-minute PBS video (including all segments).

Truxaw, M. P. (2020). Dialogic discourse to empower students in linguistically diverse elementary mathematics classrooms. Teacher Education Quarterly, 47(3), 120–144.
This resource explains specific techniques related to Accountable Talk, such as dialogic discourse in the mathematics classroom. Consider how these techniques might work in and/or be adapted to other content areas and grade levels as well.

McGlynn, K., & Kelly, J. (2018). Encouraging academic talk: Strategies for engaging all learners in classroom conversations. Science Scope, 41(5), 28–31.
This resource highlights instructional ideas and strategies regarding Accountable Talk, especially so that all students are heard and have a voice.

Yeager, D. S., Purdie-Vaughns, V., Hooper, S. Y., & Cohen, G. L. (2017). Loss of institutional trust among racial and ethnic minority adolescents: A consequence of procedural injustice and a cause of life-span outcomes. Child Development, 88(2), 658-676.
This resource details research surrounding a social-developmental process model of trust discernment. A trust gap exists between racial/ethnic minority students and white students. Consider the role of intersectionality between race, ethnicity, and ELL status. How can teachers make sure to gain and keep the trust of their ELL students?