Interactional Style of Teachers and Parents during Bilingual Instruction.

Autor/in	Garcia, Eugene E.
Titel	Interactional Style of Teachers and Parents during Bilingual Instruction.
Quelle	(1988), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Audiotape Recordings; Bilingual Education; Bilingual Teacher Aides; Bilingual Teachers; Classroom Communication; Discourse Analysis; Elementary Education; English (Second Language); Kindergarten; Language Research; Parent Child Relationship; Parent Participation; Second Language Learning; Skill Development; Small Group Instruction; Spanish Speaking; Speech Skills; Story Telling; Student Needs; Teacher Student Relationship; Teaching Styles; Videotape Recordings + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Diskursanalyse; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachforschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Mündliche Leistung; Sprachfertigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil
Abstract	Spanish/English bilingual kindergarten teachers and parents serving as instructional aides in the same bilingual education classrooms served as subjects in a study on classroom interaction. Audio/video recordings of small-group instruction sessions of teachers and parents were subjected to discourse analysis. A point of interest was the qualitative character of teacher/parent interaction, with specific attention to linguistic and cognitive attributes. Results indicate that both teacher and parent discourse is highly teacher-oriented, with both parents and teachers dominating lesson discourse and keeping children to the topic. Such a similarity between teachers and parents is examined with regard to the language development needs of language minority students in early childhood. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01