Questioning and Oracy in a Reading Program

Autor/in	Vaish, Viniti
Titel	Questioning and Oracy in a Reading Program
Quelle	In: Language and Education, 27 (2013) 6, S.526-541 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2012.737334
Schlagwörter	Foreign Countries; Student Attitudes; English (Second Language); Second Language Learning; Intervention; Reading Programs; Questioning Techniques; Oral Language; Discourse Analysis; Observation; Teacher Student Relationship; Role; Dialogs (Language); Teaching Methods; Language Variation; Cultural Context; Language of Instruction; Mandarin Chinese; Indonesian; Dravidian Languages; Native Language; Elementary School Students; Mixed Methods Research; Singapore + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Befragungstechnik; Fragetechnik; Oral interpretation; Mündlicher Sprachgebrauch; Diskursanalyse; Beobachtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rollen; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachenvielfalt; Teaching language; Unterrichtssprache; Singapur
Abstract	This paper is about the questioning patterns of teachers in an early intervention reading program and the exceptions to this typical interactional pattern. Literacy experts recommend a rich diet of oral language for young learners of English literacy. Teachers offer this rich diet by creating an appropriate learning environment in the classroom through well-planned questions which elicit talk for learning from students. Thus, the way teachers ask questions is important because this determines oracy in a classroom. Analysis of the discourse of five teachers in Singapore reveals that 94% of questions are asked by teachers and these tend to be of the factual and procedural type. This pattern of questioning is emulated by the students. Exceptional moments of student voices result from a teacher's dialogic stance and the opportunity for students to use a non-standard code in the English class. Data for these conclusions come from 19 hours of classroom observations in a reading program for young learners (ages 5-7) in Singapore. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10