The Possible Cultural Consequences for Children as They Learn to Read in English at Primary Three in Singapore

Autor/in	Jones, Sally Ann
Titel	The Possible Cultural Consequences for Children as They Learn to Read in English at Primary Three in Singapore
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 41 (2010) 3, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688210380559
Schlagwörter	Reading Research; Foreign Countries; English; Reading Instruction; Elementary School Students; English (Second Language); Second Language Learning; Teaching Methods; Cultural Differences; Classroom Communication; Lesson Plans; Singapore + Suchen Sie Ihr Suchwort? Leseforschung; Ausland; English language; Englisch; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Klassengespräch; Lesson planning; Unterrichtsplanung; Singapur
Abstract	This article presents the findings of an observation study of reading lessons in English at Primary Three in Singapore. The aims of the study were first to establish whether a common pedagogy to teach reading in English exists at this transition year of children's schooling, and second what the cultural effects of this pedagogy might be for children. In the article I show how features in common over the observed lessons form a pedagogy derived internationally. Next, through a detailed analysis of this pedagogy, a locally written text and the talk around the text in a single lesson, I show and discuss the possible cultural consequences of the pedagogy for Singaporean children. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10