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ERIC Number: ED089900
Record Type: Non-Journal
Publication Date: 1974-Mar-28
Pages: 32
Abstractor: N/A
Reference Count: N/A
Teacher-Pupil Interaction in Bilingual Elementary School Classrooms.
Johnson, David L.
The study was designed to explore further, and possibly extend, a conceptual model of teacher-student classroom interaction used initially in mono-lingual, segregated, public secondary school and college settings. The 4 verbal act modes in the model were called appraisal, prescriptive, informational, and questioning. This observational study attempted to test verbal interaction relationships at the bilingual elementary school level in classrooms of varying racial/ethnic composition, intelligence, and achievement. The sample consisted of 36 audio-taped classroom lessons recorded during a 10 day observation period. Four lessons from each of the 9 elementary (K, 1-3) bilingual classrooms in the program were selected. The racial/ethnic composition of the classrooms ranged from 35-68% Mexican American, 3-52% black, and 4-55% white. A total of 2,010 classroom interactions were observed, recorded, and analyzed. Results showed that teacher expectation were related significantly. The Metropolitan Readiness Test and Otis-Lennon Mental Ability Test scores were not correlated significantly with pupil verbal performance in these bilingual classrooms. Prescriptive standards were related specifically to the initiated acts of male pupils and the positive self-referenced acts of female pupils in the high Mexican American classrooms. It was also suggested that considerable teacher attention, interaction, and emphasis on prescriptive control was directed at Mexican American pupils. (FF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas