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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Exploring Interactions of Adolescents with Autism Spectrum Disorder in Instructional Contexts
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In: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1466375717 (2016)
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Peer Interaction: A Compromise or a Necessity?
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 85-99 (2015) (2015)
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From Aha Moments to Ethnomethodology: A Conversation with Hugh Mehan
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 33-45 (2015) (2015)
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Methodological Considerations in the Analysis of Classroom Interaction in Community College Trigonometry
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Spelling Bug: Benefits of using adaptive technology for training spelling in primary school classrooms
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FROM INTERACTION TO INTERACTION: EXPLORING SHARED RESOURCES CONSTRUCTED THROUGH AND MEDIATING CLASSROOM SCIENCE LEARNING
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Three young Korean children's English language learning in two American preschool classrooms
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Abstract:
The purpose of this study was to examine the process of English language learning through social interactions in a preschool. Three Korean ELLs in two American preschool classrooms were observed over the course of one school year, and their interactions were analyzed using qualitative methods to describe and explain how their learning developed over time. ELLs developed English skills using five types of actions and interactions. Non-communicative action (NCA), private speech (PS), Non-verbal communication (NVC), and Non-responses (NR) were used while ELLs became accustomed to their classroom routines and members. As the children understood routines and interactions, they employed verbal communication (VC) by access and initiation with the teachers and peers; descriptions and attention-getting were mostly used to communicate with others. Three steps of language learning were identified: 1) children actively participated through observation and listening; 2) peer involvement or teachers scaffolding provided understanding and competence through reoccurring instructions and themes; 3) English competencies developed through everyday social interactions with other children. Joint-attention (Yawkey & Miller, 1984) or mutual involvement (Camoinoni, 1979) played a central role in maintaining interactions. For mutual involvement to occur, ELLs had to find cooperative and loyal peers. To build such friendships, ELLs had to use other-centered strategies at the beginning of the school year and become avid observers and active participants. Social relationships thus were essential to facilitate social interactions and shared understanding. Play types (cooperative, parallel, and solitary), selection of friends or play partners, and attitudes toward peers influenced friendship-building and the development of English language comprehensions.
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Keyword:
Education; English language learner; General; Korean; preschool children; preschool classroom; second language learning; social interaction
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URL: http://hdl.handle.net/1903/11201
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In search of academic voice: the impact of instructional grouping configurations on English language learner academic language production
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Cambridge Journal of Education ; A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours
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"We're Saying the Same Thing": How English Teachers Negotiated Solidarity, Identity, and Ethics Through Talk and Interaction.
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