details
Original Title |
Constructing meaning in interaction through picture books |
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Parallel title | Konstruiranje pomena pri interakciji s slikanicami |
Author | Lugossy, Reka |
Source | CEPS Journal 2 (2012) 3, S. 97-117 |
Document | full text (264 KB) |
License of the document | |
Keywords (German) | Bilderbuch; Englischunterricht; Schüler; Kommentar; Interaktion; Lehrer; Grundschule; Sekundarstufe I; Einstellung <Psy>; Motivation; Dialog; Unterrichtsbeobachtung; Empirische Untersuchung; Qualitative Forschung; Ungarn |
sub-discipline | Empirical Educational Research Curriculum and Teaching / School Pedagogy |
Document type | Article (journal) |
ISSN | 2232-2647; 22322647 |
Language | English |
Year of creation | 2012 |
review status | Peer-Reviewed |
Abstract (English): | This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy. (DIPF/Orig.) |
other articles of this journal | CEPS Journal Jahr: 2012 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 29.11.2012 |
Citation | Lugossy, Reka: Constructing meaning in interaction through picture books - In: CEPS Journal 2 (2012) 3, S. 97-117 - URN: urn:nbn:de:0111-opus-67895 - DOI: 10.25656/01:6789 |