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Oral language development in language-rich multicultural kindergarten classrooms in Guam [microform]
Bib ID 3283342
Format MicroformMicroform, BookBook
Author
Hewitt-Robertson, Donna Jean
 
Description 157 p. 
Summary

This study was designed to explore the ways in which the methods and behaviors of three kindergarten teachers who had been recognized as establishing a developmentally appropriate classroom according to the NAEYC guidelines and who had been recognized as establishing an environment that contributed to the oral language development of culturally diverse children could be described. The teachers and students in these classrooms were observed and audio taped throughout the spring semester, 1992. Each classroom was video taped once near the end of the semester. Informal interviews with the teachers took place throughout the semester. A formal interview with each teacher took place near the end of the semester.

The audio and video tapes were analyzed through constant review and through developing categories to describe the types of transactions that occurred. Three categories of teacher behaviors and methods were found to occur in the classrooms that were observed: creating a classroom community; creating a supportive language learning environment; and managing the classroom in a proactive manner. The teachers established a classroom community by honoring the students' home language and culture, by empowering the students through individual and group praise, and by acknowledging the students' ownership of their learning. The teachers created a hybrid classroom culture with flexible groups that allowed students to interact in culturally relevant ways. The teachers created a supportive language learning environment by using techniques such as asking questions for clarification and elaboration, and negotiating and extending meaning.

These techniques are the same as parents use in supportive home environments. And finally, the teachers managed their classrooms in a proactive manner. Their ability to prevent disruptive behavior and to focus on group activities which fostered involvement and cooperation created an environment in which talking was encouraged, but in which talking did not disrupt learning.

Notes

(UnM)AAI9300199

Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2675.

Major Professor: Peggy Lazarus.

Thesis (Ph.D.)--Texas Woman's University, 1992.

Reproduction Microfiche. Ann Arbor, Mich.: University Microfilms International. 
Subjects Education, Early Childhood.
Other authors/contributors Texas Woman's University

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