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dc.contributor.authorSchwarz, Amy Louise
dc.contributor.authorVan Kleeck, Anne
dc.date.accessioned2015-11-24T22:59:21Z
dc.date.available2015-11-24T22:59:21Z
dc.date.issued2011
dc.identifier.citationvan Kleeck, A. & Schwarz, A. L. (2011). Making “academic talk” explicit: Research directions for fostering classroom discourse skills in children from nonmainstream cultures. Revue Suisse des Sciences de l’Éducation, 33(1), 1 – 18.en_US
dc.identifier.issn1424-3946
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/5866
dc.description.abstractThis article focuses on making “school talk,” or classroom discourse, more explicit on two levels. One level involves making explicit for teachers both the nature of school talk, and the reasons why many children may come to school unfamiliar with the school talk register. Providing teachers with this awareness enables them, in turn, to make school talk explicit for their students by directly explaining the rules for engaging in this type of discourse to them. As tools for enhancing teacher awareness, this article clearly distinguishes the school talk and everyday social talk registers and provides information regarding the cultural variation in children learning to use school talk at home. The shortcomings of previous implicit approaches to teaching school talk are examined, and ways to make the rules for engaging in this register explicit for children are suggested.en_US
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectClassroom discourseen_US
dc.subjectLanguage in the classroomen_US
dc.subjectEducationen_US
dc.titleMaking “academic talk” explicit: Research directions for fostering classroom discourse skills in children from nonmainstream culturesen_US
txstate.publication.titleSchweizerische Zeitschrift fur Bildungswissenschaftenen_US
txstate.documenttypeArticleen_US
txstate.departmentCommunication Disorders


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