ERIC Number: ED189237
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Sharing Time: An Oral Preparation for Literacy.
This paper attempts to identify key, recurring discourse activities and to develop hypotheses about ethnic or subgroup differences in discourse style that could lead to adverse educational outcomes. Data are drawn from ethnographic observation of 50 sharing time ("show and tell") sessions held in a first grade classroom. Different intonations and discourse styles used by white and black children during sharing time are described, as is the teacher's role in structuring discourse and providing an example of discourse she considered appropriate. The tendency of the teacher (a white middle class woman) to misunderstand or misinterpret black childrens' topic chaining discourse style is attributed to a culturally based mismatch between teacher's and child's prosodic signalling system and narrative schema. Such mismatches are said to have, over time, resulted in differential amounts of practice doing literate style accounting for black and white children in the class. It is predicted that, since sharing time is an activity that promotes the development of prose-like oral discourse, such differential treatment may ultimately affect these children's progress in learning to write topic centered, discursive prose. (Author/GC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A
Identifiers: Show and Tell
Note: Paper presented at the Ethnography in Education Research Forum (University of Pennsylvania, Philadelphia, PA, March, 1980)