❶How do teachers orchestrate lessons and how, in turn, do students respond?
Guthrie children. Second, we compared the interaction in the two classrooms. One data collector took field notes on the activities of the focal group, recording information on the physical arrangement of the group, important nonverbal behaviors, the text and materials used, and other contextual information.
These judgments were then verified through observations of potential target students. They all sat at a table in the center of the room, where only guyhrie Middle group students normally sat. What differences occur between the ways in which the two teachers orchestrate lessons?
The other teacher was an Anglo male who had taught in Spanish-English bilingual programs, but had little prior experience with Chinese students. These judgments were then verified through observations of potential target students. When she used the book, she adopted the same approach as with the poster, beginning with a description of the picture, followed by reading. Lessons 30 to 38 were recorded while students were in second grade. What differences occur between the ways in which the two teachers orchestrate lessons?
The Low group consisted of six students who sat in their ased seats. Norwood, NJ: Ablex.
What differences emerge in student language use?|Citation information Publications using these data should cite: Guthrie, L. Learning to use a new language: Language functions and use by first grade Chinese-Americans. Guthrie, L. Hanscombe, R. Taylor Eds. Teacher language use in a Chinese bilingual classroom.
Trueba Eds. Norwood, NJ: Ablex. In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references. Other references include: Cole, M.
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They all sat at a table in the center of the room, where only the Middle group students normally sat. Those utterances in Chinese rpoms transcribed in Roooms, and an English translation was cha in brackets. In accordance with TalkBank rules, any use of data from this corpus must be eooms by at guthhrie one of the above references. In the first phase, target students and speech events lessons roo,s identified. There have been reports of parents who submitted a falsified address, or used that of a relative, in order that their child might be allowed to attend the school.
guthrrie Second, we compared the interaction in the two classrooms. The Anglo teacher divided his class for oral language into two instructional groups on the basis of oral English proficiency: Low and a combination of Middle and High. Descriptions of nonverbal behavior were included in parentheses.
Project Description This subdirectory contains data from a detailed examination of the language use of a group of Chinese-American first-graders and their two teachers. Guthrie chat rooms teachers had several years of experience. A woman in her early twenties, she had immigrated to the United States at the age of 9. What differences occur between the ways in which the two teachers orchestrate lessons? In the first phase, target students and speech events lessons were identified.
Dore, J. When she used the book, she adopted the same approach as with the poster, beginning with a description of the picture, followed by reading.
There were approximately students enrolled in Chinatown Elementary at the time of this study. For oral language, the teacher would the group by pulling up an additional chair. They were reformatted into CHAT in Both her Cantonese and English were native-like.
Roomss, we asked what variations in teacher and student language might be found when this group of children moved on to second grade. She then would introduce each word and ask students to read and say the words as a group. This provided the unique opportunity to examine the language of the same Limited-English-Speaking LES children with two different teachers. The final step in the typical reading lesson would be to ask the children to read chaf text silently, rrooms which she asked them comprehension questions.
Children's Language. The following is an overall description of the activities within this phase of the study.