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Reasoning words are linguistic features associated with classroom exploratory talk as students talk-to-learn, explore ideas, and probe each other's thinking. This study extends established research on use of reasoning words to a fourth- to fifth-grade literature-based English language learning context. We examined frequency and patterning of teacher and student use of reasoning words within and across two lessons purposefully selected to elucidate use of reasoning words during a close reading of a text as students grapple to make meaning and extended intertextual talk about a text that is easily accessible. Analyses and exemplifications illuminate how usage of each reasoning word functioned to introduce/link to reasoning or to prompt for reasoning. Teacher used reasoning words to mostly prompt for reasoning and student used them to introduce/link to reasoning. We found consistent use of reasoning words by teacher and students across three categories: language of possibility, reasoning links, and pressing for reasoning. [ABSTRACT FROM AUTHOR]

Highlights • Teachers can cultivate classroom conditions where students reason and speculate. • Recurring speculation & reasoning words cultivate a language of possibility space. • When students connect what they know to the content at hand we see S&R word usage. • Recurring speculation & reasoning words can indicate a dialogic instructional stance. Abstract When members of a classroom community routinely listen to one another and build on one another's ideas, not only do students learn and improve their cognitive and communication skills, but teacher and students develop a disposition to listen, think and talk together. However, such dialogic, classroom talk is rare. In this study we show how a teacher's epistemological commitment (that student ideas matter) combined with oracy practices (safe space for student talk; student ideas drive classroom talk; support multiple perspectives) realized through speculation and reasoning (S&R) words foster dialogic talk. We examined S&R words (think, would, might/maybe, if, so, but, how, why) in 1299 turns of talk in two lessons in one classroom of six 4–5th grade English Language Learners. Statistical discourse analysis showed that S&R words occurred more often during what we refer to as connect episodes (students made personal connections to the content), not after particular types of turns. Close discourse analysis showed how S&R word use cultivated a language of possibility and how management of classroom discourse modality promoted dialogic talk. [ABSTRACT FROM AUTHOR]