An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report.

Autor/inn/en	Brause, Rita S.; und weitere
Institution	New York City Board of Education, Bronx, NY.
Titel	An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report.
Quelle	(1982), (184 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Class Activities; Classroom Communication; Communicative Competence (Languages); Discourse Analysis; Educational Research; Elementary Education; English (Second Language); Interaction Process Analysis; Spanish Speaking; Student Improvement; Teacher Role; Teaching Styles + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Diskursanalyse; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Prozessanalyse; Lehrerrolle; Lehrstil; Unterrichtsstil
Abstract	The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for learners to function successfully. The participants in the study were teachers and students in a kindergarten, a second- and a fifth-grade classroom in which Spanish and English were the language of instruction. The findings were that in order to be interactionally competent, students must be able: (1) to recognize when lessons and episodes begin and end; (2) to know and follow the rules which govern them in order to participate appropriately by listening, soliciting a turn-at-talk, and/or responding to a teacher initiated turn as well as to initiate the negotiation of new episodes. These findings suggest that teachers facilitate the acquisition of classroom interactional competence and student learning by having consistent and clear instructional practices. These understandings provide an improved basis for establishing appropriate and equitable classroom experiences for monolingual and bilingual students and for recognizing the importance of not assuming that students need no help in learning classroom procedures. (Author/AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01