'Talking to teacher'--using Incidental Teaching to encourage child initiations in the nursery classroom : a case study  

Oleh:

Dolley, Diane ; Wheldall, Kevin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Child Language Teaching and Therapy (Full Text & ada di PROQUEST) vol. 3 no. 3 (Sep. 1987), page 277.
Fulltext: Child Language Teaching and Therapy-1987-Dolley-277-92.pdf (697.17KB)

Isi artikel

A nursery ’Incidental language Address for Birmingham of correspondence: Incidental child initiations classroom : a case Dr Kevin Wheldall, of Educational Psychology, University of Birmingham, Centre for Child PO Box 363, study class teacher was introduced to and instructed in the use Teaching’ procedures designed interactions. Instruction took the explanation, formal exposition, samples of teacher-child technique operating language the study, together language and to encourage form of informal Study, Department Birmingham child-initiated oral and written discussion. In interactions were used as B15 addition, examples of in the natural classroom environment. Teacher-child interactions were and the teacher’s sampled using responses a radio-microphone throughout to child initiations were with all child initiations addressed to the teacher. session was introduced, cedures increased initiations were strategy few this was the teacher’s use markedly. ignored by targeted initiations. The group suitability of language increased on a of Incidental Children initiated more the teacher. group of four frequency of considerably. Incidental in British Introduction Recent studies of Teaching nursery class During After 2TT, UK. of the recorded, the training Teaching pro- often, and fewer a second intervention the children who had Incidental previously Teaching sequences involving Results are discussed in terms as a model settings. language acquisition have of adult-child interactions which focus on a shared made of for developing functional highlighted topic the the

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