NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ916156
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0015-718X
Initiation/Response/Follow-Up, and Response to Intervention: Combining Two Models to Improve Teacher and Student Performance
Miao, Pei; Heining-Boynton, Audrey L.
Foreign Language Annals, v44 n1 p65-79 Spr 2011
The communication pattern of Initiation/Response/Follow-Up (IRF) has long been an important instructional sequence in language classrooms. When language teachers combine IRF with the Response to Intervention (RTI) approach, they create a powerful model to evaluate student oral practice and self-assess effectiveness in creating language communities in the classroom. This study reports the analysis of IRF that took place in two foreign language immersion classrooms. Two immersion teachers and a total of 102 students participated. The study also documents the RTI of the participating teachers as they collaboratively analyzed the IRF patterns. The results of the study revealed that combining IRF and RTI can have positive effects on instructional delivery and increased student discourse. (Contains 1 table and 1 figure.)
Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China