Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners

This ethnographic study describes continuities and discontinuities between a bilingual kindergarten and the homes of two Spanish‐dominant Puerto Rican children. The concept of activity setting was used to explore the relation of culture to question use in lessons taught in both settings. Findings highlight a complex web of continuities and discontinuities and the importance of the joint construction of a culture of teaching and learning by parents, teachers, and children.