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ERIC Number: EJ987671
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
Gort, Mileidis; Pontier, Ryan W.; Sembiante, Sabrina F.
Bilingual Research Journal, v35 n3 p258-276 2012
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher-child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more "inference-based" and "factual" questions during Spanish-medium read alouds and more "experience-based" and "word-focused" questions in English-medium read alouds. Implications for practice are discussed. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A