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ERIC Number: EJ1129150
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0005-3503
From Conversation to Oral Composition: Supporting Indigenous Students' Language for Literacy
Scull, Janet; Bremner, Patricia
Babel, v48 n1 p20-29 2013
The development of oral language and specifically increased control over literate discourse is critical to students' ability to create and comprehend texts in the early years of schooling and beyond. For students with home languages that differ from the forms of language used in school, the development of oral language through carefully designed teacher-student interactions has particular importance in assisting students to access literacy skills and to display the knowledge required for learning in educational settings. This paper reports a study of two teachers providing an early literacy intervention to two Indigenous students and the techniques used in conversational interactions to scaffold oral language and to compose texts for writing. The conversations are closely analysed to reveal patterns in teacher talk that support students' appropriation of literate discourse. The findings indicate that careful attention to students' utterances and the contingent scaffolding of language by teachers, who clearly understand the ways that context-embedded language can be used as a bridge to the context reduced language of school, supports students' development of language for literacy learning.
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail:; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards