Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to. By integrating analytical tools from both traditions, this study examined the scaffolding functions of a fifth grade teacher's talk. The study found that the teacher utilized various communicative moves to engage ELLs in referential questions. Examples illustrating these communicative moves and their scaffolding functions are provided. Implications from these findings for teacher education are discussed
B-1, Reading_1, Unit 1,
Halliday, M.A.K. (2004 [1980]) ‘Three aspects of children’s language development: learning language, learning through language, learning about language’, in Halliday, M.A.K. (ed.) The Language of Early Childhood: Vol. 4 The Collected Works of M.A.K. Halliday, London, Continuum.