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ERIC Number: ED191562
Record Type: RIE
Publication Date: 1980-Jul
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Form and Function in the Language of Year One Teachers.
Belme, Jillian; Gray, Anne
This paper presents an analysis of teachers' classroom language as measured by the Teacher Language Instrument (TLI). Subjects were teachers in four programs of the Mt. Druitt Early Childhood Project for Year One level (6-year-old) children. The four programs were identified as "behaviorist,""cognitive,""competency," and "contemporary." Data were collected from four school sites during July 1979. Program teachers at each school were filmed and their verbal interactions were recorded in ten minute segments. Their language was analyzed in terms of mode (teacher structuring of response) and function (impact of context). The following are some of the characteristics of teaching interaction identified in the four programs. Teachers in the cognitive, competency and contemporary programs showed a similar pattern, while the behaviorist teachers differed from them in terms of the frequency of questioning and reinforcing behaviors. The behaviorist teachers questioned less and reinforced more for all programs. Stating was the most commonly occurring mode of verbal behavior among teachers, but was more heavily used by the behaviorist teachers. Teachers in the contemporary program used language directed towards a social interaction function much more frequently than teachers in the other three programs. The resource function was used much more and the heuristic function much less by the behaviorist teachers. (Author/MP)
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bernard Van Leer Foundation, The Hague (Netherlands).; New South Wales Health Commission, Sydney (Australia).
Authoring Institution: Macquarie Univ., North Ryde (Australia). School of Education.
Identifiers: Mount Druitt Early Childhood Project; Teacher Language Instrument
Note: Mt. Druitt Early Childhood Project Evaluation Report Number 5.