ERIC Number: ED365414
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Learning To Read and Write through Classroom Talk. Warwick Papers on Education Policy No. 2.
Geekie, Peter; Raban, Bridie
Noting that conversation between adults and young children is a well-known stimulus to language development, but that conversation is seldom fully used in the classroom, this paper argues that conversations can and should be used more. It presents a range of research findings and classroom examples to support that argument. Chapter 1 examines the role of talk in the learning process and chapter 2 discusses Vygotsky's theory of sign operations and cognitive development. Chapter 3 explains Bruner's thesis of a Language Acquisition Support System. Examples of literacy activities in the classroom are presented in chapter 4. Chapter 5 examines the role of teacher-child conversation in the development of writing skills in a study of children during their first formal year of schooling. Chapter 6 offers an example of how a young child uses spoken language to control such mental processes as attention and memory and uses these skills in the process of learning written language. The final chapter proposes that teachers develop a familiarity with their students that is tied to classroom activities and situations in order to encourage more productive types of talk in the educational setting. (TJQ)
Descriptors: Beginning Reading, Classroom Communication, Classroom Environment, Cognitive Development, Early Childhood Education, Language Acquisition, Learning Processes, Teacher Student Relationship, Teaching Methods, Verbal Communication, Writing (Composition), Writing Instruction
Trentham Books Limited, Westview House, 734 London Road, Oakhill, Stoke-on-Trent, Staffordshire, England ST4 5NP, United Kingdom (5.95 British pounds).
Publication Type: Reports - Research; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Bruner (Jerome S); Conversation; Talk Write Method; Vygotsky (Lev S)