Graduate Student Research Symposium 2025

This study examines the impact of instructional conversations on the well-being and academic success of students in a culturally diverse fourth-grade classroom. Grounded in sociocultural theory and culturally responsive pedagogy, the research explores how structured peer discussions influence students’ engagement, confidence, and academic language development. Using an action-based research approach, qualitative data was collected through pre-surveys and post-surveys, classroom observations, and student interactions during instructional conversations. Findings indicate that fostering meaningful discussions in the classroom not only enhances students’ comprehension and use of academic language but also contributes to a more inclusive and supportive learning environment. Additionally, students reported increased confidence in expressing their ideas and engaging in academic discourse. The study highlights the importance of integrating culturally relevant instructional strategies to support diverse learners, emphasizing the role of conversation in promoting both academic achievement and social-emotional well-being.