Primary Discourse and Expressive Oral Language in a Kindergarten Student

Fiano, Darcy Anne

doi:10.1002/rrq.64

Cited by 5 publications

(3 citation statements)

References 51 publications

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“…Bringing together "funds of knowledge" and Discourses meant that the action research project itself necessarily emphasized the importance of not simply acknowledging children's "background knowledge," but worked to identify what funds of knowledge they had access to at home and how these could be explicitly recognized and valued in classrooms in order to help students operate more effectively in the secondary Discourse of their school (cf. Fiano, 2013;Hedges, 2011;Moje et al, 2004). Gee (2015) explains it is not enough for students to adapt to and learn school-based Discourse, but that the school must include and value the students' primary Discourses as well.…”

Section: A Brief Description Of the Action Research Projectmentioning

confidence: 99%

Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

Guerra¹,

Hanratty²,

Onofre³

et al. 2015

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This paper describes what a group of teacher researchers learned from conducting an action research project in an urban elementary school serving a multilingual community in the northeastern United States. A key goal of the project was to enhance parents’ and caregivers’ support of students’ literacy development in ways that built on home literacy practices. Teachers’ learning included understanding the importance of true collaboration, responding to parent feedback, and teacher-led professional development.

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Section: A Brief Description Of the Action Research Projectmentioning

confidence: 99%

Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

Guerra¹,

Hanratty²,

Onofre³

et al. 2015

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“…Meanwhile, the discipline of early childhood education mainly investigates the educational aspects of preschool-aged children's language, such as how to deal with preschool-aged children in classroom settings (Dalgren, 2017;Geary & Berch, 2016;Hornby, 2011;McCabe et al, 2000) and how the curriculum accommodates preschool-aged children's language development (Dickinson & Porche, 2011;Dwyer & Harbaugh, 2018;Justice et al, 2011). In linguistics, the discussions are quite more various, from language development in general (Becker et al, 2013;Fiano, 2014), to the structural and pragmatic aspects of the development (Carmiol & Vinden, 2013;D. K. Oller et al, 2013;Sorsana et al, 2013;Wasik & Iannone-Campbell, 2013).…”

Section: Introductionmentioning

confidence: 99%

Thematic Contents of Preschool-Aged Children’s Utterances as Media to Shape Their Understanding of the World

Sudartinah

2022

Register J.

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Language ability develops greatly during preschool age. Triggered by the high curiosity that goes hand in hand with the exposures to others around them, preschool-aged children show great efforts to create a collection of vocabulary to help them learn and use language in real contexts. This research aims to identify the thematic contents of preschool-aged children’s utterances and explain the categories of these thematic contents to shape their understanding of the surrounding world. To answer these objectives, both qualitative and quantitative data were used. The qualitative data were the utterances of preschool-aged children when participating in conversations, while the quantitative data were the frequency of occurrence of each thematic content, which is used to support the qualitative interpretation. The data were collected during classroom sessions in two preschools in Yogyakarta, Indonesia for a one-week period. The participants were 29 preschool-aged children, whose age ranges from 3 to 5 years old. Audiovisual recordings, field notes, datasheets, and ELAN 5.5. and FLEx 8 software were the instruments for data collection and analysis. The results show that there are two main thematic contents expressed by these preschool-aged children, i.e., objects and people. These thematic contents can be detailed into 9 categories of objects and 4 categories of people. These support the overall interpretation revealing the picture of the world as perceived by the children. In general, through the thematic contents of their utterances, preschool-aged children try to build a complete understanding of the world they live in and these thematic contents also serve as the media for understanding the stance of their peers and teachers in a conversation.Keywords: preschool-aged children; thematic contents; utterances

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“…Some studies were already conducted on these early acquisition strategies. Some are focusing on the productive aspects of language acquisition (Sorsana et al, 2013;Stemberger, 2014;Yang, 2016), comprehension strategy (Mitchell & Brady, 2013;Rakoczy & Tomasello, 2009;Wagner et al, 2010), functional definition strategy (Batson-Magnuson, 2017;Fiano, 2014;Negen & Sarnecka, 2012), imitation and repetition strategy (Oller et al, 2013;Santos et al, 2015;Sidnell, 2010a), and questioning strategy (Bova & Arcidiacono, 2013;Chouinard, 2007;Rowland, 2007). In the Indonesian context, although there were not many studies on these strategies, there is a study by Solehuddin, Gunawan, & Kurniawan (2019), revealing that preschool children's productive strategy is marked by the awareness of inflection and derivation in Indonesian morphology.…”

Section: Introductionmentioning

confidence: 99%

Preschoolers’ Questioning Strategies in Classroom Interactions

Sudartinah

2020

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Preschoolers often actively participate in conversations by questioning, which come in many forms and serve many functions. This article aims to identify the forms and functions of the questions that preschoolers ask during classroom interactions with their peers and teachers. The research was a qualitative research involving eighteen preschoolers and two teachers. Data were collected by audio-visually recording the questions expressed by the preschoolers during classroom interactions. Their forms and functions were then identified. The findings show that preschoolers mostly use Wh-Questions for both information and non-information seeking, while other forms are mainly for asking for a clarification or confirmation. The employment of these questioning strategies signifies that preschoolers already have the capability of matching the forms of their questions with their functions in order that they can build a complete picture and understanding of the world around them by eliciting, collecting, and synthesizing information from their peers and teachers.

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Primary Discourse and Expressive Oral Language in a Kindergarten Student

Cited by 5 publications

References 51 publications

Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

Thematic Contents of Preschool-Aged Children’s Utterances as Media to Shape Their Understanding of the World

Preschoolers’ Questioning Strategies in Classroom Interactions

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