Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency

Autor/in	Farnsworth, Megan
Titel	Who's Coming to My Party? Peer Talk as a Bridge to Oral Language Proficiency
Quelle	In: Anthropology & Education Quarterly, 43 (2012) 3, S.253-270 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/j.1548-1492.2012.01178.x
Schlagwörter	Academic Discourse; Kindergarten; Ethnography; Second Language Learning; Language Proficiency; Oral Language; Peer Relationship; English (Second Language); English Language Learners; Social Development; Cognitive Development; English Only Movement; Classroom Communication; Educational Policy; Arizona + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Ethnografie; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Peer-Beziehungen; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Entwicklung; Kognitive Entwicklung; Klassengespräch; Politics of education; Bildungspolitik
Abstract	In this ethnographic study, I investigate heterogeneous-language peer interactions in an English-only kindergarten classroom. English Learners and English Proficient students co-created language necessary to build an argument, one discourse valued in schools. Students developed complex oral language proficiency skills but were viewed as engaging in chitchat. Implications include the need for teachers to listen to peer talk, which has potential for social, cognitive, and linguistic development necessary in which to bridge academic discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10