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ERIC Number: EJ1023804
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0300-4279
Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools
Wardman, Clare
Education 3-13, v41 n6 p647-663 2013
Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the use of referential questions. Initiation, response, feedback (IRF) scripts were more often incomplete in TAs' interactions and extension of the feedback stage was more common amongst teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)