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.

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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
Official Date:	2002
Dates:	Date Event 2002 Published
Volume:	Vol.7
Page Range:	pp. 1-22
Status:	Peer Reviewed
Access rights to Published version:	Open Access (Creative Commons)
Funder:	Economic and Social Research Council (Great Britain) (ESRC)
Grant number:	R000238196

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