NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023657
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0950-0782
Questioning and Oracy in a Reading Program
Vaish, Viniti
Language and Education, v27 n6 p526-541 2013
This paper is about the questioning patterns of teachers in an early intervention reading program and the exceptions to this typical interactional pattern. Literacy experts recommend a rich diet of oral language for young learners of English literacy. Teachers offer this rich diet by creating an appropriate learning environment in the classroom through well-planned questions which elicit talk for learning from students. Thus, the way teachers ask questions is important because this determines oracy in a classroom. Analysis of the discourse of five teachers in Singapore reveals that 94% of questions are asked by teachers and these tend to be of the factual and procedural type. This pattern of questioning is emulated by the students. Exceptional moments of student voices result from a teacher's dialogic stance and the opportunity for students to use a non-standard code in the English class. Data for these conclusions come from 19 hours of classroom observations in a reading program for young learners (ages 5-7) in Singapore.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore
Grant or Contract Numbers: N/A