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Argumentative peer discussions following individual reading increase comprehension / Veslem⊘y Rydland, Vibeke Gr⊘ver
// Language and education Vol. 33-No 4/2019 2019p. 379-394 Although recent research has documented that classroom discussions may enhance students’ reading comprehension, limited knowledge exists regarding the ‘working ingredients’ that extend students’ comprehension of texts through peer discussion. This observational study examines the pre- and post-discussion comprehension of fifth graders, investigating whether particular features of peer discussions immediately following individual reading can support comprehension outcomes. The sample consisted of 102 fifth graders (many of whom were second-language learners) in 21 different multilinguistic classrooms in Norway. Altogether, 25 peer discussions were videotaped, transcribed, and coded according to eight categories of talk moves. The findings showed that the number of talk moves offering relevant arguments and counterarguments predicted significant variance in the students’ post-discussion comprehension scores (controlling for pre-discussion comprehension, prior topic knowledge, vocabulary, and word-decoding skills). These findings suggest that the argumentative qualities of the peer discussions were linked to improvements in the students’ comprehension outcomes.
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First-grade teachers’ perception and implementation of a semi-scripted reading curriculum / Mary Taylor Ainsworth, Evan Ortlieb, Earl H. Cheek Jr., Roberta Simnacher Pate and Carol Fetters
// Language and education 2012, Vol26, N.5 2012p. 77-90 A teacher’s role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers’ per¬ception and implementation of a state’s English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were observed during the 90-minute literacy instruction block for four weeks each using Spradley’s De¬velopmental Research Sequence. In addition, data were collected from multiple teacher interviews. Qualitative analyses yielded the following themes: (a) teachers were mini¬mally supported in professional development for using the curriculum; (b) they often ventured beyond the scope of the curriculum in resource usage; and (c) their planning was eased with the adoption of a semi-scripted curriculum. Furthermore, this sampling of first-grade teachers implemented English Language Arts curriculum through integrat¬ing both phonics and reading instruction. Findings are relevant to classroom teachers, curriculum coaches and administrators alike
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Identifying vernacular language to use in mathematics teaching / Cris Edmonds-Wathen, Kay Owens, Vagi Bino
// Language and education Vol. 33-No1/2019 2019p.1-17 Teaching mathematics in children’s first language has both cognitive benefits and assists with developing cultural and mathematical identity. In Papua New Guinea, many different Indigenous languages are used for instruction in elementary schools and teachers often need to identify or develop mathematics terminology themselves. Building on prior research, guidelines were developed to assist teachers to find the mathematics in their own vernacular languages. The guidelines were adaptable to different language ecologies and covered mathematical areas such as counting systems, measuring and comparing, location and shapes. The guidelines were applied by teachers in professional development workshops. The paper shows examples from some of the workshops of the challenges that the teachers faced in trying to identify appropriate mathematical language, and that contributed to the refining of the guidelines.
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