Gardner, Sheena. (2002) Teacher guided reporting in a primary literacy context : the stepping stones of mode and interaction. English Language Teacher Education and Development, Vol.7 . pp. 1-22. ISSN 1365-3741

PDF WRAP_teacher_training_Gardner.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader Download (281Kb)

Abstract

In this paper I take Gibbons' notion of Teacher Guided Reporting (TGR) and explore whether the features she identifies as being crucial in a science lesson with 9-10 year olds also are found in a literacy lesson with 5-6 year olds. The findings support Gibbons' claims for linguistic sequencing of tasks, degree of student initiations and role of teacherstudent interaction. The analysis suggests a wider variety of mode continua which underpin the linguistic sequencing of literacy tasks; and that these combine with the developing focus of teacher feedback across the series of TGR interactions in three main strands - language, content and process - which together promote the learners' language development towards written academic registers appropriate for schooling in English.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching (Primary), Teacher-student relationships, Primary school teaching
Journal or Publication Title:	English Language Teacher Education and Development
Publisher:	University of Warwick
ISSN:	1365-3741
Date:	2002
Volume:	Vol.7
Page Range:	pp. 1-22
Status:	Peer Reviewed
Access rights to Published version:	Open Access
Funder:	Economic and Social Research Council (Great Britain) (ESRC)
Grant number:	R000238196
References:	Bourne, J. 2001. Discourses and identities in a multilingual primary classroom. Oxford Review of Education 27 (1): 103-114. Cummins, J. 2000. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. Department for Education and Employment. 1998. The National Literacy Strategy Framework for Teaching. London: DfEE. Ellis, R. 1994 The Study of Second Language Acquisition. Oxford: Oxford University Press. Gibbons, P. 1998. Classroom talk and the learning of new registers in a second language. Language and Education. 12.2:99-18. Gibbons, P. 2001a. Learning a new register in a second language. In C. Candlin and N. Mercer (eds) English Language Teaching in its Social Context: A Reader. pp. 258- 270. London: Routledge. Gibbons, P. 2001b. Working collaboratively: Scaffolding thinking, talking and literacy with EAL learners. Talk presented at the Inset Conference on Scaffolding the language and learning of EAL pupils, Institute of Education, London, December 2001. Gibbons, P. 2002. Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann. Martin, J.R. 1984 Language, register and genre. In Children Writing: A Reader. Victoria: Deakin University Press. Martin, J.R. 1992. English Text: System and Structure. Amsterdam: John Benjamins. Rea-Dickins, P. and S. Gardner. 2000. Snares and silver bullets: disentangling the construct of formative assessment. Language Testing 17(2) 215-243. Sinclair, J. and M. Coulthard. 1992 Towards an analysis of discourse. In M. Coulthard (ed.) pp. 1-35 Advances in Spoken Discourse. London:Routledge. Tunstall, P. and Gipps, C. 1996. Teacher Feedback to Young Children in Formative Assessment: a typology. British Educational Research Journal. Vol. 22/4:389-404.
URI:	http://wrap.warwick.ac.uk/id/eprint/3250

Request changes to a record

Actions (login required)

View Item