Strategic Use of Teacher Talk to Advance English Learners' Learning

Autor/inn/en	O'Brien, Lisa; Leighton, Christine; Giunco, Kierstin
Titel	Strategic Use of Teacher Talk to Advance English Learners' Learning
Quelle	(2018), (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Grade 1; Elementary School Students; Intervention; Interdisciplinary Approach; Academic Language; Immersion Programs; Teaching Methods; Second Language Learning; Second Language Instruction; Classroom Communication; Expository Writing; Concept Formation; Critical Thinking; Literacy; Learning Processes; Teacher Student Relationship; Intelligence Tests; Verbal Ability; Vocabulary; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Concept learning; Begriffsbildung; Kritisches Denken; Alphabetisierung; Schreib- und Lesefähigkeit; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	This mixed methods study extends findings from a prior study exploring use of increasingly-complex, expository text situated within a five-week interdisciplinary intervention in which first-grade children attending a Sheltered-English (SEI) immersion classroom advanced their conceptual knowledge and academic language approximating levels near or equal to their general-education peers. As talk was a central intervention feature, we explored if classroom talk differed and how did the teacher use talk to support SEI children's learning. Findings suggest that extensive and strategic use of teacher explanation, modeling, and facilitation supported EL children's critical reasoning and in turn, their learning. Findings offer a clear alternative to the widespread practice of addressing literacy and language differences by lowering expectations and offering simplified texts and tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01