Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds
Datos Bibliográficos
| ID | 12751663 |
|---|---|
| Autores | Mileidis Gort (0000-0002-9581-567X, University of Miami, autor de correspondencia), Ryan W Pontier (0000-0001-8162-762X, University of Miami), Sabrina F Sembiante (0000-0002-9948-5268, University of Miami) |
| Año | 2012 |
| Volumen | 35 |
| Número | 3 |
| Páginas | 258-276 |
| Fecha de publicación | 2012-10-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Bilingual Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2012.734262 |
| OpenAlex | W2145289907 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 34 |
This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (CitationKrashen, 1985) and language output (CitationSwain, 1985), along with a reciprocal interaction model of teaching (CitationCummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher–child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more inference-based and factual questions during Spanish-medium read alouds and more experience-based and word-focused questions in English-medium read alouds. Implications for practice are discussed
Distribution (mathematics · Dual language · Linguistics · Mathematics education · Pedagogy · Sociology · Education Methods and Practices · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Reading and Literacy Development
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| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 0,8 |
| Intervalo de citas | 2016 - 2025 (10) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |