ERIC Number: ED406831
Record Type: RIE
Publication Date: 1997-Mar
Reference Count: N/A
The Impact of Learner-Centered Classrooms on Second Language Learning: Communicating with Educators.
Smrekar, Jocelynn Luisa
A study used the Preschool Teacher Verbal Behavior Index (PTVBI) to measure the extent to which classrooms were learner-directed or teacher-directed. The instrument can be used to help teachers learn the appropriate degree of control for different classroom situations and individual learner needs. Verbatim teachers statements are categorized as reflecting, information, guidance, encouraging, neutral, praise, limit-setting, directive, or intervening. Four classrooms were observed for 20-minute periods every other week for 16 weeks. Teacher statements were recorded and coded, and non-verbal interactions (gestures, tone of voice) were also noted. Distribution of teacher statements among the nine categories was analyzed. Results indicate one teacher was learner- centered, one teacher-centered, and two slightly more learner- centered than teacher-centered. In addition, one child with limited English skills in each class was observed, and it was found that of these, the children making the most statements and showing the most language growth were in the learner-centered classrooms. It is concluded that the PTVBI is useful in studying classroom communication. Contains 21 references. (MSE)
Descriptors: Behavior Patterns, Classroom Communication, Classroom Techniques, Language Role, Language Usage, Nonverbal Communication, Preschool Education, Preschool Teachers, Second Language Instruction, Second Language Learning, Second Languages, Student Centered Curriculum, Teacher Behavior, Teacher Evaluation
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).