Primary Teachers' Use of Communicative Strategies for Linguistically Diverse Learners: A Cross-Cultural Case Study

Autor/inn/en	Mongillo, Geraldine; Kaplan, Rochelle G.; Feola, Dorothy; Vaknin-Nusbaum, Vered; Abbas, Randa; Neuman, Ari
Titel	Primary Teachers' Use of Communicative Strategies for Linguistically Diverse Learners: A Cross-Cultural Case Study
Quelle	(2016), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Language Usage; Semitic Languages; Communication Strategies; Grade 1; Low Income; Academic Failure; Institutional Characteristics; Cross Cultural Studies; Foreign Countries; Language of Instruction; Second Language Learning; Spanish; English (Second Language); Standard Spoken Usage; Teacher Student Relationship; Case Studies; Teaching Methods; Classroom Communication; New Jersey; Israel + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachgebrauch; Arabisch; Hebräisch; Kommunikationsstrategie; School year 01; 1. Schuljahr; Schuljahr 01; Niedriglohn; Cultural comparison; Kulturvergleich; Ausland; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Gesprochene Sprache; Umgangssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch
Abstract	The purpose of this study was to investigate the communicative strategies used by two effective first grade teachers whose students came from lower SES communities marked by a high incidence of school failure. One school was in Akko, Israel and one was in New Jersey in the US. In both settings, the teachers taught lessons in a language that was not the home language of the students. In Akko, the teacher taught using formal Arabic while the children were familiar only with informal Arabic. In New Jersey, the teacher taught using English while the students were largely from Spanish-speaking homes. Findings suggested two major categories of communicative strategies employed by both teachers: Concretization of abstract concepts and Situational Language Use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01