Effective Instructional Conversation in Native American Classrooms.

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Autor/Urheber	Tharp, Roland G; Yamauchi, Lois A
Institution	eScholarship, University of California
Titel	Effective Instructional Conversation in Native American Classrooms.
Quelle	In: qt1596250w; Tharp, Roland G.; & Yamauchi, Lois A.(1994). Effective Instructional Conversation in Native American Classrooms. Center for Research on Education, Diversity & Excellence. UC Berkeley: Center for Research on Education, Diversity and Excellence. Retrieved from: http://www.escholarship.org/uc/item/1596250w(1994) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Alaska Natives; American Indian Education; Classroom communication; American Indians; classroom environment; cognitive style; cultural influences; elementary secondary education; peer relationship; sociolinguistics; teacher student relationship
Abstract	Instructional conversation (IC) is a dialog between teacher and learner in which prior knowledge and experiences are woven together with new material to build higher understanding. IC contrasts with the "recitation script" of traditional western schooling, which is highly routinized and dominated by the teacher. IC varies in form in different cultures, as do other discourse forms. Analysis of the research on the formal and informal learning of American Indians lends insight into possible ways in which instructional conversations in classrooms with these children can be modified to promote learning. Effective instructional conversations for Native Americans are influenced by four basic psychocultural factors identified by Tharp (1989): a) sociolinguistics; b) motivation; c) cognition; and d) social organization. These factors are implicated in activity settings that are more likely to produce effective ICs in Native American classrooms. "Ideal" activity settings--those most likely to produce and maintain ICs for Native American students are proposed and illustrated.
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