Reflections on the relationship between language, curriculum content and instruction  

Oleh:

Saunders, William ; Goldenberg, Claude ; Patthey-Chavez, G. Genevieve

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 10 no. 1 (1997), page 30-51.
Fulltext: 10.1.30-51.pdf (1.48MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/10 Non-tandon: tidak ada Tandon: 1

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In a 'formative experiment' (following Newman et al., 1989), twenty-seven 4th-grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video-taped lessons by the same teacher: (1) a theme-based discussion following a format called Instructional Conversation, or (2) a more conventional 'basal-like' reading comprehension lesson. The same content was thus approached via different instructional paths, allowing for an examination of the interaction between content and instructional mode in content-based language arts instruction. The students' understanding of the material was subsequently gauged by a short answer comprehension test and an essay on friendship. While students in both conditions achieved equivalent levels of literal comprehension (76%), essays of students who had discussed the reading demonstrated a more complex and differentiated conceptualisation of friendship. These results suggest that the quality of classroom talk can be traced into eventual student uptake of curricular content. For second-language learners, questions of classroom talk and curricular uptake are of extreme importance.

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