How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading

Hindman, Annemarie H.; Wasik, Barbara A.; Bradley, Donald E.

doi:10.1080/10409289.2018.1556009

Cited by 64 publications

(70 citation statements)

References 71 publications

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“…Teachers need to provide wait-time rather than attempting to simplify questions in order to elicit talk, as observed, for instance, in the Tamil language classroom where the teacher posed one question after another, providing little time – less than three seconds – for children to respond. This is in line with prior studies that reported teachers prompting with open-ended questions, and then rapidly following with either another question or their own response to the question (Hindman et al., 2019; Ingram and Elliott, 2016). Our finding further reiterates the importance of providing wait-time, which has been argued to influence the effectiveness of questioning as well as children’s oral expression (Bilaloglu et al., 2017; Hindman et al., 2019), and may be a solid addition to existing curricular frameworks and pedagogical guidelines.…”

Section: Discussionsupporting

confidence: 90%

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Vijayakumar

Yussof

et al. 2020

Policy Futures in Education

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Show-and-Tell is one of many activities recommended for encouraging children’s oral language production in classrooms across the world, but there is little research on the topic. From existing studies, teacher facilitation is posited as key to shaping children’s oral language production. This paper explores teacher strategies for facilitating children’s oral language production during Show-and-Tell, in the case studies of four Singapore preschool language teachers (English, Chinese, Malay and Tamil) sampled from a larger nationwide longitudinal study, with 47 children observed across the four classrooms. Using a coding scheme with high reliability ( d = 0.80), a total of 1192 teacher utterances and 539 children’s utterances were coded to capture teacher strategies and types of children’s responses across the classrooms. Findings showed that the English teacher employed language modelling most frequently, while all other teachers most frequently facilitated through questioning. The potential of Show-and-Tell in encouraging children’s language output is observed in how self-initiated talk is among the most frequent form of child participation, especially in the English-language classroom, which was expected given the context of English-dominance among bilingual Singapore children. In response to teacher facilitation, children were more likely to respond with verbal responses and gestures, as compared to not responding. It was, however, noted that a lack of wait-time provided by teachers hampered children’s opportunities to express themselves during the activity. Our findings have implications on the need for different types of teacher strategies required to ensure the effectiveness of Show-and-Tell for promoting children’s oral language production.

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Section: Discussionsupporting

confidence: 90%

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Vijayakumar

Yussof

et al. 2020

Policy Futures in Education

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“…These strategies are particularly helpful when children are only beginning to display a certain skill and therefore need a lot of support to use it successfully (Norris & Hoffman, 1990). Recasting is another downward scaffold that has been shown to be helpful in supporting language development among children with poor vocabulary skills (e.g., Cleave et al, 2015;Hindman et al, 2019;Nelson et al, 1996).…”

Section: Scaffolds That Match Children's Level Of Expertisementioning

confidence: 99%

Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading

Deshmukh

Pentimonti

Zucker

et al. 2022

LSHSS

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Purpose: We studied conversations initiated through teacher questions during shared book reading in prekindergarten and kindergarten classrooms as these conversations provide opportunities for the teacher to scaffold emerging language skills. This study provides detailed analysis of scaffolding strategies used by teachers after children answered teachers' questions. Method: Participants included 93 prekindergarten and kindergarten teachers who read aloud a standard narrative text to their class of students. All the sessions were video-recorded, transcribed, and then coded for conversational turns and teacher scaffolding strategies. Results: Descriptive findings showed great variability in the length of conversations and the extent to which teachers used scaffolding strategies. Most teacher scaffolds matched children's accuracy of response such that they provided support after incorrect responses and provided additional challenge after correct responses. Significant sequential associations were observed between the level of children's response and multiple types of scaffolds (e.g., corrective feedback scaffold after incorrect response; discussing factual questions after a correct response). Conclusions: Findings indicate that during shared reading, teachers are responsive to children's answers and are able to provide challenge or support as needed. However, teachers infrequently used scaffolding strategies like causal effects, predictions, and recasts . Given evidence that strategies such as recasts support early language skills, professional development experiences could encourage early childhood teachers to incorporate this and other key scaffolding strategies.

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“…To provide a similar amount of adult input as EMs, teachers may need more language-scaffolding strategies for DLLs. However, we acknowledge that much of the research on adult-child conversations in the classroom have focused on teacher prompts and questioning, and there is little on how teachers should respond to children's answers (Hindman et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Preschool Language Experience of Dual Language Learners and English Monolingual Children

Choi¹,

Pay²,

Beecher³

2021

Preprint

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This study explored the quantitative language experiences of dual language learners (DLLs; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction. Using the Language ENvironment AnalysisTM system as a primary tool, we analyzed an average of 34 hours of recordings collected over 5 to 8 days for each participating child (Mage = 52 months) in 6 classrooms. Results showed that DLLs spoke as much as EMs but heard less adult talk overall and had more 5-minute recording segments with zero adult-child conversations than their English EM peers during typical preschool days. When we focused on adult-child conversational contexts, DLLs, relative to EMs, heard less adult talk during conversations that were child-initiated but not during conversations that were adult-initiated. Follow-up analyses also showed that teachers talk more and longer when they initiated conversations than when children initiated conversations for both DLLs and EMs, while children spoke more in child-initiated conversations. Study implications and future research are discussed.

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How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading

Cited by 64 publications

References 71 publications

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading

Preschool Language Experience of Dual Language Learners and English Monolingual Children

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