Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools

Autor/in	Wardman, Clare
Titel	Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools
Quelle	In: Education 3-13, 41 (2013) 6, S.647-663 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2011.621896
Schlagwörter	English (Second Language); Second Language Instruction; Second Language Learning; Teacher Student Relationship; Elementary School Students; Foreign Countries; Comparative Analysis; Teaching Assistants; Specialists; Feedback (Response); Questioning Techniques; Classroom Communication; Mixed Methods Research; Observation; Educational Practices; Academic Support Services; Student Needs; Discourse Analysis; Interviews; Case Studies; United Kingdom (England) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Befragungstechnik; Fragetechnik; Klassengespräch; Beobachtung; Bildungspraxis; Diskursanalyse; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study
Abstract	Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the use of referential questions. Initiation, response, feedback (IRF) scripts were more often incomplete in TAs' interactions and extension of the feedback stage was more common amongst teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10