Communicative Inferencing Between Classroom Teachers and Limited English Proficient International Children (Sociolinguistics, Discourse)
This study examined communicative inferencing between experienced and preservice teachers and non-English speaking international pupils in three mainstream classrooms: a kindergarten, first grade and third grade. The locus of observation was a dyadic instructional encounter, in which one of the participants perceived that the child required help to carry out a task. Natural classroom interactions were video- and audiotaped weekly for one semester. The focal subjects and the pupils' parents were interviewed in their native languages and were probed during playback procedures for their interpretations of the encounters. The pupils were debriefed on three occasions and the adults were debriefed once at the end of the semester. All interviews were audio-recorded.
University of Illinois - Urbana-Champaign
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University of Illinois at Urbana-Champaign