This paper employs positive discourse analysis to explore the discourse practices of grade-level teachers at a diverse elementary school. It examines how discourse was used to invite and nurture learners’ willingness to share about and maximize the sociocultural and linguistic dimensions of their biographies. Two episodes of instructional conversation are used to illustrate how formal text properties of instructional conversations as well as social practices of the classroom influenced discourse and instantiated culturally responsive/sustaining pedagogy. Among findings, the discourse was found to position students as knowledgeable and capable, with use of mediation tools and teachers’ situational responsiveness emerging as pivotal instructional practices. Results highlighted the benefits of biography-driven discourse for culturally and linguistically diverse learners and illustrated the potential of positive discourse analysis to advance social transformation.

本文采用积极话语分析来探讨多元化小学年级教师的话语实践。它研究了如何使用话语来邀请和培养学习者分享和最大化其传记的社会文化和语言维度的意愿。教学对话的两集用于说明教学对话的正式文本属性以及课堂的社会实践如何影响话语并实例化文化响应/维持教学法。研究结果表明，这种话语将学生定位为知识渊博、有能力的学生，其中调解工具的使用和教师的情境反应能力成为关键的教学实践。