Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible
This paper reports on the results of a meta-analysis of first year pre-service teachers’ investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in l...
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Universidad de Murcia
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doaj-5451c4e334f344f5884fc0e0870565142020-11-24T23:45:11ZengUniversidad de MurciaInternational Journal of English Studies (IJES)1578-70442012-06-011219712810.6018/ijes.12.1.132471Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning VisibleDeborah GeogheganShirley O'NeillThis paper reports on the results of a meta-analysis of first year pre-service teachers’ investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult’s talk in scaffolding children’s learning in each context and raised awareness of how the adults’ cognitive “moves” impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children’s literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.<br>Este artículo presenta los resultados de un meta-análisis de dos investigaciones sobre la función comunicativa profesor/alumno realizadas por docentes en su primer año de pre-servicio. La primera en el entorno doméstico y la segunda en el aula. Utilizándose instrumentos de análisis y sus conocimientos de la función comunicativa en las prácticas de alfabetización cultural y social, los docentes encontraron evidencia de una pedagogía eficaz de alfabetización. Las conclusiones en el género de análisis comparativo muestran como el ejercicio de análisis de la conversación ayuda a entender la función vital de la comunicación del adulto en el aprendizaje de los niños en cada contexto y concientizó como las decisiones cognoscitivas de los adultos influyen en la pedagogía de alfabetización. Los resultados recalcan la necesidad de formaciones para docentes en la comunicación en clase y como se relaciona con la pedagogía y alfabetización de los niños, proveyendo modelos de enseñanza ejemplar, y estudiando las respectivas competencias lingüísticas y pedagógicas.http://revistas.um.es/ijes/article/view/132471literacy pedagogyclassroom discourse analysisexplicit literacy teachingpre-service teacher educationteacher-talk |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Deborah Geoghegan Shirley O'Neill |
spellingShingle |
Deborah Geoghegan Shirley O'Neill Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible International Journal of English Studies (IJES) literacy pedagogy classroom discourse analysis explicit literacy teaching pre-service teacher education teacher-talk |
author_facet |
Deborah Geoghegan Shirley O'Neill |
author_sort |
Deborah Geoghegan |
title |
Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible |
title_short |
Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible |
title_full |
Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible |
title_fullStr |
Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible |
title_full_unstemmed |
Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible |
title_sort |
pre-service teachers’ comparative analyses of teacher-/parent- child talk: making literacy teaching explicit and children’s literacy learning visible |
publisher |
Universidad de Murcia |
series |
International Journal of English Studies (IJES) |
issn |
1578-7044 |
publishDate |
2012-06-01 |
description |
This paper reports on the results of a meta-analysis of first year pre-service teachers’ investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult’s talk in scaffolding children’s learning in each context and raised awareness of how the adults’ cognitive “moves” impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children’s literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.<br>Este artículo presenta los resultados de un meta-análisis de dos investigaciones sobre la función comunicativa profesor/alumno realizadas por docentes en su primer año de pre-servicio. La primera en el entorno doméstico y la segunda en el aula. Utilizándose instrumentos de análisis y sus conocimientos de la función comunicativa en las prácticas de alfabetización cultural y social, los docentes encontraron evidencia de una pedagogía eficaz de alfabetización. Las conclusiones en el género de análisis comparativo muestran como el ejercicio de análisis de la conversación ayuda a entender la función vital de la comunicación del adulto en el aprendizaje de los niños en cada contexto y concientizó como las decisiones cognoscitivas de los adultos influyen en la pedagogía de alfabetización. Los resultados recalcan la necesidad de formaciones para docentes en la comunicación en clase y como se relaciona con la pedagogía y alfabetización de los niños, proveyendo modelos de enseñanza ejemplar, y estudiando las respectivas competencias lingüísticas y pedagógicas. |
topic |
literacy pedagogy classroom discourse analysis explicit literacy teaching pre-service teacher education teacher-talk |
url |
http://revistas.um.es/ijes/article/view/132471 |
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