教师与新兴双语学生朗读调解书

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Iman Bakhoda, Tanya Christ, M. Chiu, Hyonsuk Cho, Yu Liu
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引用次数: 0

摘要

我们探讨了:(a)紧急双语学生在大声朗读时的谈话转向,(b)早期谈话转向与后期谈话转向之间的关系,以及(c)谈话转向在与文化相关程度较高和较低的书籍中如何变化。一位老师和她的四名学生在两堂课上大声朗读,每堂课都被录下来并转录。紧急编码用于识别话音转码。使用区域理论结构对代码进行分类(自由流动区、促进行动区、最近发展区、实际发展区)。统计语篇分析表明,几个自由运动区域中介(书本/课堂/任务外)预测了理解性话语转向(发展了联系/比较/对比)。促进行动区对后续言语转向的预测:(a)复述/建模与儿童表达成熟的事实知识有关,(b)澄清/扩展与儿童表达成熟的观点有关,(c)澄清/同意与儿童表达成熟的推论有关,(d) 11个言语转向支持儿童表达词汇知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher and Emergent Bilingual Student Read-Aloud Mediations
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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