Exploring How Teachers Teach Literacy at Grade One in Jamaica: A Pilot Study of Three Classrooms

Autor/inn/en	Lewis-Fokum, Yewande; Thomas, Joan
Titel	Exploring How Teachers Teach Literacy at Grade One in Jamaica: A Pilot Study of Three Classrooms
Quelle	In: Early Child Development and Care, 188 (2018) 9, S.1234-1245 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1423480
Schlagwörter	Foreign Countries; Elementary School Teachers; Elementary School Students; Grade 1; Literacy Education; Educational Practices; Teaching Methods; Reading Instruction; Writing Instruction; Qualitative Research; Case Studies; Observation; Reading Readiness; Creoles; Pilot Projects; Semi Structured Interviews; Jamaica + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Schreibunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Beobachtung; Reading rate; Reading speed; Lesegeschwindigkeit; Kreole; Pilot project; Modellversuch; Pilotprojekt
Abstract	This paper presents preliminary findings about how literacy is taught at the elementary level in three grade-one classrooms in Jamaica. While this might seem rudimentary, there is a dearth of information in Jamaica about how teachers teach reading and writing. We attempted to fill this gap by conducting an exploratory small-scale qualitative case study. Interviews and classroom observations were conducted to obtain a snapshot of teachers' literacy practices in order to explore how teachers teach reading and writing in grade-one classrooms. Three themes emerged from the data. The findings illustrated that while teachers were working to create engaging classroom environments, they tended to adopt a reading readiness orientation to literacy. Also, while teachers valued the children's home language, they were ambivalent about how to teach literacy in a Creole-speaking environment. The study represents a first step in learning about the teaching practices of grade-one teachers in Creole-speaking environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01