Initiation/Response/Follow-Up, and Response to Intervention: Combining Two Models to Improve Teacher and Student Performance

Autor/inn/en	Miao, Pei; Heining-Boynton, Audrey L.
Titel	Initiation/Response/Follow-Up, and Response to Intervention: Combining Two Models to Improve Teacher and Student Performance
Quelle	In: Foreign Language Annals, 44 (2011) 1, S.65-79 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2010.01116.x
Schlagwörter	Intervention; Immersion Programs; Teaching Methods; Second Language Learning; Second Language Instruction; Oral Language; Teacher Collaboration; Models; Classroom Communication; Foreign Countries; English (Second Language); Statistical Analysis; Discourse Analysis; Error Correction; Grammar; Mandarin Chinese; Elementary School Teachers; China + Suchen Sie Ihr Suchwort? Immersionsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Lehrerkooperation; Analogiemodell; Klassengespräch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Diskursanalyse; Korrektur; Grammatik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The communication pattern of Initiation/Response/Follow-Up (IRF) has long been an important instructional sequence in language classrooms. When language teachers combine IRF with the Response to Intervention (RTI) approach, they create a powerful model to evaluate student oral practice and self-assess effectiveness in creating language communities in the classroom. This study reports the analysis of IRF that took place in two foreign language immersion classrooms. Two immersion teachers and a total of 102 students participated. The study also documents the RTI of the participating teachers as they collaboratively analyzed the IRF patterns. The results of the study revealed that combining IRF and RTI can have positive effects on instructional delivery and increased student discourse. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10