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ERIC Number: ED444349
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Input and the Marginalization of Limited-English-Proficient Students.
Verplaetse, Lorrie Stoops
This study looks at the effect of native speaker (NS) teacher input on limited-English-proficient (LEP) students' access to classroom speech events. It seeks to determine whether content area teachers modify their talk when interacting with LEP students in the classroom. The study also seeks to describe such modifications and establish whether they determine the level of interaction by LEPs in the classroom. It builds on similar research conducted on the casual interaction of NS and LEP individuals in the workplace, where it was found that certain NS modifications hinder the LEPs participatory role in the speech event. There is evidence to support the belief that NS content area teachers are modifying their discourse in interactions with LEP students in ways that reduce the students' opportunities for interaction. If this is indeed the case, then current research should be expanded to devise a training agenda that can teach content area teachers to alter their discourse strategies in talk to LEPs to create more productive and responsive speech environments. Numerous data tables and charts are included. (Contains 20 references.) (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A