Pre-service teachers' comparative analyses of teacher-/parent-child talk: making literacy teaching explicit and children's literacy learning visible

Article

O'Neill, Shirley and Geoghegan, Deborah. 2012. "Pre-service teachers' comparative analyses of teacher-/parent-child talk: making literacy teaching explicit and children's literacy learning visible." International Journal of English Studies. 12 (1), pp. 97-127. https://doi.org/10.6018/ijes
Article Title

Pre-service teachers' comparative analyses of teacher-/parent-child talk: making literacy teaching explicit and children's literacy learning visible

ERA Journal ID40447
Article CategoryArticle
AuthorsO'Neill, Shirley (Author) and Geoghegan, Deborah (Author)
Journal TitleInternational Journal of English Studies
Journal Citation12 (1), pp. 97-127
Number of Pages31
Year2012
Place of PublicationMurcia, Spain
ISSN0213-5485
1578-7044
Digital Object Identifier (DOI)https://doi.org/10.6018/ijes
Web Address (URL)http://revistas.um.es/ijes/article/view/132471
Abstract

This paper reports on the results of a meta-analysis of first year pre-service teachers' investigations of two transcripts of teacher/student talk. The first is set in the home environment and the second in the classroom. Working with specific tools of analysis and knowledge of the role of talk in literate, cultural and social practices they identified evidence of effective literacy pedagogy. They presented their findings in the genre of a written comparative analysis. The results showed the discourse analysis task helped them understand the vital role of the adult's talk in scaffolding children's learning in each context and raised awareness of how the adults' cognitive moves impacted on the scaffolding of literacy learning. Outcomes highlighted the need for teacher preparation courses to focus on the way classroom discourse relates to pedagogy and children's literacy learning by providing exemplary teaching episodes, and studying the pedagogical language competencies involved.

Keywordsliteracy pedagogy; classroom discourse analysis; explicit literacy teaching; pre-service teacher education; teacher talk
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
470405. Discourse and pragmatics
520401. Cognition
Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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