ERIC Number: ED187775
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Discourse Rules Taught To and Learned By Culturally Diverse Children During Literacy Instruction.
Pepinsky, Harold B.; And Others
This study is an examination of the interactional language of a teacher from United States mainstream culture and three male students, one each from Appalachian culture, black inner-city culture, and mainstream culture, during first grade literacy instruction. In this cultures-in-contact situation provided in an urban school in the northeastern United States, language data were collected through the use of video tapes, audio tapes, and note-taking in the classroom, sampling from a six month period from the start of the school year until shortly after the beginning of the second major grading period. Additional data were collected via teacher and student interviews and independent measures of literacy development. Analysis of teacher and student interactional language using discourse analysis frameworks advanced by Sinclair and Coulthard and Mehan reveal language use rules, both taught and learned, for behavior and academic achievement. These data also reveal the subjects' relative success in functionally operating within those rules. Functional match or mismatch of the taught and learned categories of rules appears to be related to teacher assessment of the students' competency in the classroom and students' success in becoming literate. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Ohio State Univ., Columbus. Mershon Center.
Note: Part of a Symposium on "Discourse Processes in School Settings," presented at the Annual Convention of the American Educational Research Association (Boston, MA, April 7-11, 1980).