Pre-service teachers' comparative analyses of teacher-/parent-child talk: making literacy teaching explicit and children's literacy learning visible

O'Neill, Shirley and Geoghegan, Deborah (2012) 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, 12 (1). pp. 97-127. ISSN 1578-7044

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Abstract

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.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	The works are published in the electronic edition of the magazine under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Spain License. You can copy, use, disseminate, transmit and publicly display published material, provided that: i) there is acknowledgment of the author and original source of publication (journal, publisher, and URL of the work), ii) and it is not used for commercial purposes; iii ) and the existence and specifications of this license is mentioned. http://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited:	05 Dec 2012 21:05
Last Modified:	18 Aug 2014 05:50
Uncontrolled Keywords:	literacy pedagogy; classroom discourse analysis; explicit literacy teaching; pre-service teacher education; teacher talk
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development 20 Language, Communication and Culture > 2004 Linguistics > 200403 Discourse and Pragmatics 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170299 Cognitive Science not elsewhere classified
Socio-Economic Objectives (2008):	E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI:	https://doi.org/10.6018/ijes
URI:	http://eprints.usq.edu.au/id/eprint/22161

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