Four critical features of teacher-guided reporting in infant science and literacy contexts

Language and Education

Volumn 18, Issue 5, 2004, Pages 361-378

  Gardner, Sheena ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

Academic register; LITERACY; Mode continua; Primary classroom interaction; TEACHER GUIDED REPORTING

Indexed keywords

EID: 33646804963     PISSN: 09500782     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500780408666889     Document Type: Article

References (19)

1. Bourne, J. (2001) Discourses and identities in a multilingual primary classroom. Oxford Review of Education 27, 103-14.
2. Cloran, C. (1999) Contexts for learning. In F. Christie (ed.) Pedagogy and the Shaping of Consciousness. London: Continuum.
3. Cummins, J. (2000) Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
4. Department for Education and Employment (1998) The National Literacy Strategy Framework for Teaching. London: DfEE.
5. Ellis, R. (1994) The Study of Second Language Acquisition. Oxford: Oxford University Press.
6. Gardner, S. and Rea-Dickins, P. (2002) Focus on Language Sampling: A Key Issue in EAL Assessment. NALDIC Occasional Paper 15.
7. Gibbons, P. (1998) Classroom talk and the learning of new registers in a second language. Language and Education 12, 99-118.
8. Gibbons, P. (2001a) Learning a new register in a second language. In C. Candlin and N. Mercer (eds) English Language Teaching in its Social Context: A Reader (pp. 258-70). London: Routledge.
9. Gibbons, P. (2001b) Working collaboratively: Scaffolding thinking, talking and literacy with EAL learners. Talk at Conference on Scaffolding the language and learning of EAL pupils, Institute of Education, London, December.
10. Gibbons, P. (2002) Scaffolding Language Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
11. Halliday, M.A.K. (1994) An Introduction to Functional Grammar (2nd edn). London: Arnold.
12. Martin, J.R. (1984) Language, register and genre. In Children Writing: A Reader. Victoria: Deakin University Press.
13. Martin, J.R. (1992) English Text: System and Structure. Amsterdam: John Benjamins.
14. Norman, K. (ed.) (1992) Thinking Voices: The Work of the National Oracy Project. London: Hodder and Stoughton.
15. Rutherford, W.E. (1987). Second Language Grammar: Language and Teaching. London: Longman.
16. Swain, M. (2001) Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing 18, 275-302.
17. Tunstall, P. and Gipps, C. (1996) Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal 22, 389-404.
18. van Lier, L. (1996) Interaction in the Language Curriculum. Harlow: Longman.
19. van Lier, L. (2001) Constraints and resources in classroom talk. In C. Candlin and N. Mercer (eds) English Language Teaching in its Social Context: A Reader (pp. 90-107). London: Routledge.