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

Autor/inn/en	Mongillo, Geraldine; Feola, Dorothy; Kaplan, Rochelle Goldberg; Vaknin, Vered; Abbas, Randa
Titel	Primary Teachers' Use of Communicative Strategies for Linguistically Diverse Learners: A Cross-Cultural Case Study
Quelle	In: Language and Literacy Spectrum, 29 (2019) 1, Artikel 5 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Elementary School Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Language Usage; Spanish Speaking; Communication Strategies; Cross Cultural Studies; Semitic Languages; Language of Instruction; Native Language; Teaching Methods; Teacher Student Relationship; Elementary School Students; Standard Spoken Usage; Language Variation; Case Studies; Israel; New Jersey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachgebrauch; Kommunikationsstrategie; Cultural comparison; Kulturvergleich; Arabisch; Hebräisch; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Gesprochene Sprache; Umgangssprache; Sprachenvielfalt; Case study; Fallstudie; Case Study
Abstract	The purpose of this study was to investigate the use of communicative strategies employed by two primary grade teachers whose students' home language differed from the language of instruction. The communicative strategies examined included verbal, gestural, and other visual modes of interaction within classroom discourse to promote student learning. One school we studied was in Northern Israel and one was in New Jersey in the US. In Israel, the teacher taught using formal Modern Standard Arabic while the children were familiar only with Spoken Arabic. In New Jersey, the teacher taught using English while the students were largely from Spanish-speaking homes. Neither teacher had special training in working with diverse language learners. Findings generated two major categories of communicative strategies utilized by both teachers: "Concretization" of abstract concepts and "Situational Language Use." The significance of this study is that it addresses the need identified by practitioners and researchers worldwide for improved literacy and mathematics teaching and learning for diverse language learners. (As Provided).
Anmerkungen	New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail: tlalspectrum@mville.edu; Web site: http://www.nysreading.org/; Web site: https://digitalcommons.buffalostate.edu/lls/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01