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Opportunities for learning during storybook reading at preschool

Opportunities for learning during storybook reading at preschool Research in teacher-child interaction in early childhood settings typically fo- cuses on the teacher’s talk, with a particular interest in the types of ques- tions teachers use. This paper is interested in how teachers respond where children initiate the interaction, to explore the opportunities children may, or may not, have to get to the center of child-centered learning. Examples are provided here of young children’s self-selected questions or comments during shared bookreading and the responses made by teachers. The data illustrate that even though children demonstrate communicative competence in taking timely and appropriate turns in the interaction, the relevance of this talk is determined wholly by the teacher. Implications of extending children’s contri- bution to the talk-in-interaction are considered in relation to opportunities for learning. Keywords: teacher-child interaction; applied conversation analysis; emergent literacy. 1. Introduction There has been a tradition of ethnomethodological research in education which has been preoccupied with how elements of classroom interaction are done (for review see Baker 1997; Mori and Zuengler 2008).An interest in the ethnography of classrooms is pursued in the literature in primary and secondary school edu- cation research, but is yet to be developed early childhood contexts. This paper seeks to contribute http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Applied Linguistics Review de Gruyter

Opportunities for learning during storybook reading at preschool

Applied Linguistics Review , Volume 1 (2010): 26 – Jun 14, 2010

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Publisher
de Gruyter
Copyright
Copyright © by Walter de Gruyter GmbH
ISSN
1868-6303
eISSN
1868-6311
DOI
10.1515/9783110222654.221
Publisher site
See Article on Publisher Site

Abstract

Research in teacher-child interaction in early childhood settings typically fo- cuses on the teacher’s talk, with a particular interest in the types of ques- tions teachers use. This paper is interested in how teachers respond where children initiate the interaction, to explore the opportunities children may, or may not, have to get to the center of child-centered learning. Examples are provided here of young children’s self-selected questions or comments during shared bookreading and the responses made by teachers. The data illustrate that even though children demonstrate communicative competence in taking timely and appropriate turns in the interaction, the relevance of this talk is determined wholly by the teacher. Implications of extending children’s contri- bution to the talk-in-interaction are considered in relation to opportunities for learning. Keywords: teacher-child interaction; applied conversation analysis; emergent literacy. 1. Introduction There has been a tradition of ethnomethodological research in education which has been preoccupied with how elements of classroom interaction are done (for review see Baker 1997; Mori and Zuengler 2008).An interest in the ethnography of classrooms is pursued in the literature in primary and secondary school edu- cation research, but is yet to be developed early childhood contexts. This paper seeks to contribute

Journal

Applied Linguistics Reviewde Gruyter

Published: Jun 14, 2010

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