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Scripts for school: Cross-cultural communication in elementary classrooms

This study reports on successful and unsuccessful efforts at communication between teachers and students who do not share a common language. A topdown processing model is proposed to account for the phenomena, with scripts the highest level and code the lowest. Significantly, commonalities in scripts allowed Interpretation of meaning with minimal understanding of linguistic forms. Conversely, communication was impeded by cultural differences in scripts for school, including setting, roles and responsibilities, activity organization, curriculum sequence and content, and rules/expectations for behavior. The structure of classroom interaction provided constraints on intentions and expectations which facilitated communication in this setting. l. Introduction Analytic differentiation of the elcments that enter into communication is perhaps most difffcult when all participants share the same language, background, and sociocultural norms for Interpretation, and when nothing Out of the ordinary' occurs in interaction which calls attention to itself. For this reason, we decided to study a Situation that involved communication among participants who did not share a common language or culture. In this way we hoped to set into relief those elements that entered into the successful negotiation or breakdown of communication. The setting which we chose for research was a public elementary school serving http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Text - Interdisciplinary Journal for the Study of Discourse de Gruyter

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