The Impact of Learner-Centered Classrooms on Second Language Learning: Communicating with Educators.

Autor/in	Smrekar, Jocelynn Luisa
Titel	The Impact of Learner-Centered Classrooms on Second Language Learning: Communicating with Educators.
Quelle	(1997), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Behavior Patterns; Classroom Communication; Classroom Techniques; Language Role; Language Usage; Nonverbal Communication; Preschool Education; Preschool Teachers; Second Language Instruction; Second Language Learning; Second Languages; Student Centered Curriculum; Teacher Behavior; Teacher Evaluation + Suchen Sie Ihr Suchwort? Klassengespräch; Klassenführung; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Teacher behaviour; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung
Abstract	A study used the Preschool Teacher Verbal Behavior Index (PTVBI) to measure the extent to which classrooms were learner-directed or teacher-directed. The instrument can be used to help teachers learn the appropriate degree of control for different classroom situations and individual learner needs. Verbatim teachers statements are categorized as reflecting, information, guidance, encouraging, neutral, praise, limit-setting, directive, or intervening. Four classrooms were observed for 20-minute periods every other week for 16 weeks. Teacher statements were recorded and coded, and non-verbal interactions (gestures, tone of voice) were also noted. Distribution of teacher statements among the nine categories was analyzed. Results indicate one teacher was learner- centered, one teacher-centered, and two slightly more learner- centered than teacher-centered. In addition, one child with limited English skills in each class was observed, and it was found that of these, the children making the most statements and showing the most language growth were in the learner-centered classrooms. It is concluded that the PTVBI is useful in studying classroom communication. Contains 21 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01