Teacher and Emergent Bilingual Student Read-Aloud Mediations.
We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video...
| Publicado en: | Journal of Literacy Research Vol. 54; no. 4; pp. 509 - 542 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Dec2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160710208&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160710208 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1086296X LRH jtl: Journal of Literacy Research issn: 1086296X maglogo: Y pubinfo: dt: Dec2022 vid: 54 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 160710208 10.1177/1086296X221140859 ppf: 509 ppct: 33 formats: tig: atl: Teacher and Emergent Bilingual Student Read-Aloud Mediations. aug: au: Bakhoda, Iman Christ, Tanya Chiu, Ming Ming Cho, Hyonsuk Liu, Yu affil: Department of Reading and Language Arts, School of Education and Human Services, Oakland University, Rochester, MI, USA The Education University of Hong Kong, Hong Kong, China University of North Dakota, Grand Forks, ND, USA DePaul University, Chicago, IL, USA su: Bilingual teachers Bilingual students Zone of proximal development Listening comprehension Free ports & zones Children's language Discourse analysis sug: subj: Bilingual teachers Bilingual students Zone of proximal development Listening comprehension Free ports & zones Children's language Discourse analysis keyword: comprehension emergent bilingual mediation read-aloud vocabulary ab: We explored (a) emergent bilingual students' talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students' read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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