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Norwood, NJ: Ablex. In accordance with TalkBank rules, any use of data from this guhrie must be accompanied by at least one of the above references.
Other references include: Cole, M. Discourse Processes, 4, — Dore, J. Freedle Ed. Gearhart, et al.
The structure of nursery school conversation. Nelson Ed.
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Children's Language. New York: Gardner Press. Project Description This subdirectory contains data from a detailed examination of the language use of a group of Chinese-American first-graders and their two teachers. They were reformatted into CHAT in Although considerable information is available on language use in monolingual class-rooms, and to a lesser extent on that in Hispanic bilingual situations, very little is known about how Chinese children and their teachers construct interactions.
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The focus of the re-search was a bilingual class of students that alternated each half-day between a Chinese bilingual teacher and a teacher who did not speak Chinese. This provided the unique opportunity to examine the language of the same Limited-English-Speaking LES children with chaf different teachers. A woman in her early twenties, she had immigrated to the United States at the age of 9. Both her Cantonese and English were native-like.
The other teacher was an Anglo male who had taught in Spanish-English bilingual programs, but had little prior experience with Chinese students. Three basic questions directed the research.
The first of these sought an in-depth de-scription of the classroom interaction between Chinese-American children and their teachers. How do teachers orchestrate lessons and how, in turn, do students respond? What variation, in both teacher and student language, is found across student English language proficiency groups? Second, we compared the interaction in the two classrooms. What differences occur between the ways in which the two teachers orchestrate lessons?
What differences emerge in student language use?
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How do these differences compare across linguistic proficiency groups? Third, we asked what variations in teacher and student language might be found when this group of children moved on to second guthrke. Sociolinguistic methods were used to seek answers to these questions and oroms uncover the ways in which Cantonese-speaking children and their teachers constructed their inter-actions and used language. The study was conducted in three phases.
In the first phase, target students and speech events lessons were identified. In the second phase, recordings of sample lessons were collected, transcribed, and analyzed. The third phase involved additional recording in reading lessons after target students had progressed to second grade.
The procedures employed within each phase are described in more detail later. First, however, is a description of the setting in which the study was conducted.
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Participants The setting for the study was an elementary school with a predominantly Chag population. The school was located near a large Chinatown community on the West Coast. There were approximately students enrolled in Chinatown Elementary at the time of this study. The school population is relatively stable, but there are periodic influxes of new immigrant and refugee populations. Almost half roosm These students, in turn, are placed in either a bilingual or regular class. Within the Chinese community, the school has a good reputation.
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Most Chinese parents seem to feel more secure if their children are attending a school that is predominantly Chinese and has Chinese teachers. There have been reports of parents who submitted a falsified address, or used that of a relative, in order that their child might be allowed to attend the school. The participants in Phase One were eleven first-grade Chinese-American students, se-lected on the basis of English-language proficiency.
Prior to data collection, each teacher was asked to rank all students in the class on a four-point scale of oral English language proficiency. These judgments were then verified through observations of potential target students. In this way, five students ranking at the low end of the scalefour ranking at the middle of the scale 3and two fluent English speakers were selected.
Each teacher met with the students in the target class for half of each school day, and alternated between mornings and afternoons.