Creating a Dialogic Space for Research: A Reading Conference in a Chinese Complementary School

Autor/in	Hancock, Andy
Titel	Creating a Dialogic Space for Research: A Reading Conference in a Chinese Complementary School
Quelle	In: Language and Education, 30 (2016) 2, S.126-142 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1103258
Schlagwörter	Chinese; Community Schools; Teacher Student Relationship; Foreign Countries; Learning Experience; Reading Strategies; Oral Reading; Protocol Analysis; Elementary School Students; Learning Strategies; Dialogs (Language); Cultural Pluralism; Educational Environment; Multilingualism; Asians; Heritage Education; Native Language Instruction; Second Language Instruction; Second Language Learning; Teaching Methods; Literacy; Cues; Pictorial Stimuli; Mnemonics; Written Language; Orthographic Symbols; Hong Kong; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? China; Chinesen; Community school; ; Gemeindeschule; Gemeinschaftsschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Lernerfahrung; Reading strategy; Leselernstufe; Lesetechnik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Dialog; Dialogs; Dialogue; Dialogues; Kulturpluralismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mehrsprachigkeit; Multilingualismus; Asian; Asiat; Asiatin; Asiaten; Asiate; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Stichwort; Fantasieanregung; Mnemotechnik; Geschriebene Sprache; Hongkong
Abstract	This article draws on research carried out in a Chinese complementary school in Scotland. The research focused on children's experience of learning to read Chinese and on the strategies that they used to support their learning. Here, I provide an account of one particular aspect of this research, namely the creation of a dialogic space for gathering and interpreting data through the setting up of six reading conferences between individual students and their teacher. The reading conferences involved two broad activities. First, each child was asked to read aloud a passage written in Chinese. This was followed by a think-aloud session which took the form of a three-way dialogue between the child, the teacher and me (as the researcher). In this article, I show how the reading conferences unfolded by drawing on one example of an eight-year old boy of Hong Kong heritage. I also detail some of the insights into his learning strategies that emerged from the three-way dialogue during the think-aloud sessions. The article concludes with reflection on: (1) the particular advantages that accrue from creating such dialogic spaces for research, especially at the stage of data interpretation; and (2) on the value of dialogic methodology in educational settings characterised by considerable linguistic and cultural diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01