Academic Journal
Teacher and Emergent Bilingual Student Read-Aloud Mediations
| العنوان: | Teacher and Emergent Bilingual Student Read-Aloud Mediations |
|---|---|
| اللغة: | English |
| المؤلفون: | Bakhoda, Iman (ORCID |
| المصدر: | Journal of Literacy Research. Dec 2022 54(4):509-541. |
| الاتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Second Language Learning, Bilingual Students, Reading Aloud to Others, Teaching Methods, Vocabulary Development, Dialogs (Language), Teacher Student Relationship, Culturally Relevant Education, Reading Comprehension, Learner Engagement, Elementary School Students, English (Second Language) |
| DOI: | 10.1177/1086296X221140859 |
| تدمد: | 1086-296X 1554-8430 |
| مستخلص: | We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1358435 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1086-296X 1554-8430 |
|---|---|
| DOI: | 10.1177/1086296X221140859 |