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| Titel: |
Reflections on the relationship between language, curriculum content and instruction |
| Auteur: |
Saunders, William Patthey-Chavez, Genevieve Goldenberg, Claude |
| Verschenen in: |
Language culture and curriculum |
| Paginering: | Jaargang 10 (1997) nr. 1 pagina's 30-51 |
| Jaar: |
1997 |
| Inhoud: |
In a 'formative experiment' (following Newman et ah, 1989), twenty-seven 4th-grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video-taped lessons by the same teacher: (1) a theme-based discussion following a format called Instructional Conversation, or (2) a more conventional 'basal-like' reading comprehension lesson. The same content was thus approached via different instructional paths, allowing for an examination of the interaction between content and instructional mode in content-based language arts instruction. The students' understanding of the material was subsequently gauged by a short answer comprehension test and an essay on friendship. While students in both conditions achieved equivalent levels of literal comprehension (76%), essays of students who had discussed the reading demonstrated a more complex and differentiated conceptualisation of friendship. These results suggest that the quality of classroom talk can be traced into eventual student uptake of curricular content. For second-language learners, questions of classroom talk and curricular uptake are of extreme importance. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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