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Young learners : teachers' questions and prompts as opportunities for children's language development

journal contribution
posted on 2013-01-01, 00:00 authored by J Scull, Louise PaatschLouise Paatsch, B Raban
One highly regarded context for language learning is book reading, as teachers engage children in discussions around texts read. However, there is considerable variation in teachers’ patterns of talk that mediate this learning with preschool children’s oral language development dependent on the opportunities for engagement in language use provided by teachers. To explore the affordances of talk interactions within book reading a systematic analysis of teachers’ questions and children’s responses was undertaken. Results of this analysis show that the highest proportion of questions asked by this group of 18 preschool teachers were closed questions with a small proportion of open teaching questions asked. However, while open questions provided the most substantial opportunities for children’s extended talk, the range of questions asked provided opportunities for preschool teachers to extend children’s responses, support children’s understanding of the text, develop vocabulary and world knowledge, and to model more complex language structures.

History

Journal

Asia-Pacific journal of research in early childhood education

Volume

7

Issue

1

Pagination

69 - 91

Publisher

Pacific Early Childhood Education Research Association

Location

Seoul, Korea

ISSN

1976-1961

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2013, Pacific Early Childhood Education Research Association

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