Understanding linkage between teacher talk moves, discourse contexts and students’ talk productivity

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

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Teacher-student interaction and management practices in Pakistani English language classrooms

Journal of Language and Cultural Education ◽

10.2478/jolace-2019-0024 ◽

2019 ◽

Vol 7 (3) ◽

pp. 115-134

Author(s):

Muhammad Ahmad ◽

Aleem Shakir ◽

Ali Raza Siddique

Keyword(s):

Classroom Management ◽

English Language ◽

Management Practices ◽

Wait Time ◽

Student Interaction ◽

Teacher Talk ◽

Teacher Student ◽

Language Classroom ◽

Teacher Student Interaction ◽

Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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TECHNIQUE OF QUESTIONING CARRIED OUT BY NOVICE TEACHERS

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v1i1.165 ◽

2012 ◽

Vol 1 (1) ◽

Author(s):

Sri Wahyuni Sri Wayuni

Keyword(s):

Key Words ◽

Novice Teachers ◽

Teacher Talk ◽

Teaching Activities ◽

Low Level ◽

Questioning Techniques ◽

Recorded Data ◽

Component Skill

Abstract: When teachers conduct a lesson, the activity of posing questions always appears in it. The activity of posing questions includes the skills of basic questioning and advanced questioning in which a teacher must acquire. The focus of the study is on the basic questioning techniques only. ?é?áThe purposes of this study are aimed at finding: 1) the basic questioning component skill used by the novice teachers in the classroom, 2) the types of question used by the novice teachers in the classroom, and 3) the levels of questioning category used by the novice teachers in the classroom. This discourse study was based on the analysis of the teacher talk in class. The analysis was based on the recorded data of the five novices when they conducted lessons in class. The recorded data were transcribed. From the transcriptions, teachers?óÔé¼Ôäó talk were identified and classified into types of questions, levels of questions, and basic questioning components. The findings of the study are: 1) novices used higher number of closed questions; 2) there were more low level questions conducted by novices; 3) the large number of the skill components in their teaching activities were the distributing, pausing and reacting. ?é?á Key Words: Novice Teachers, Technique of Questioning,

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A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

Written Communication ◽

10.1177/07410883211005558 ◽

2021 ◽

pp. 074108832110055

Author(s):

Mary Ryan ◽

Maryam Khosronejad ◽

Georgina Barton ◽

Lisa Kervin ◽

Debra Myhill

Keyword(s):

Time Management ◽

Deep Understanding ◽

Writing Pedagogy ◽

Teacher Talk ◽

Teaching Writing ◽

Writing Teachers ◽

Teacher Interview ◽

Approach To Teaching ◽

High Level ◽

Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

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Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

Journal of Speech Language and Hearing Research ◽

10.1044/2018_jslhr-l-17-0475 ◽

2018 ◽

Vol 61 (12) ◽

pp. 2977-2995 ◽

Cited By ~ 3

Author(s):

Molly K. Duncan ◽

Amy R. Lederberg

Keyword(s):

Hierarchical Linear Modeling ◽

Hard Of Hearing ◽

Wait Time ◽

Teacher Talk ◽

Second Grade ◽

Linear Modeling ◽

Spoken English ◽

School Year ◽

Hearing Children ◽

Explicit Vocabulary

PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

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