taaldenkgesprekken
| 08:08 Apr 26, 2017 |
|
| Dutch to English translations [PRO] Social Sciences - Education / Pedagogy | |||||||
|---|---|---|---|---|---|---|---|
|
| ||||||
| Summary of reference entries provided | |||
|---|---|---|---|
| Ref |
|
| Discussion entries: 3 | |
|---|---|
Reference comments
3 days 5 hrs |
| Reference: Ref Reference information: FWIW, here's some quotes from an English-language publication by two Dutch authors (Damhuis and De Blauw) who, as far as I can see, seem to have authored/co-authored most of the existing articles on this specific subject: In sum, research and theory in linguistics and learning indicate that interaction is an important source for language and learning in school. The prerequisite is that interaction consists of appropriate input and feedback as well as ample and pushed output. This type of interaction is referred to as ‘acquisition oriented interaction’ in this article. The importance of interaction holds true for L1 and L2 learners, and in all grades of primary education. What does language acquisition oriented interaction in the classroom look like? This is the quality of classroom interaction needed more in classrooms because of the active language use and thinking that take place here. It is important to notice that it is the teacher who creates the opportunities for children to speak. In language- and thinking oriented conversations students take turns on their own initiative. Students do a lot more than just answer teacher questions. They share feelings and ideas and engage in peer conversations, not only teacher-oriented conversations. The Lost key-example demonstrates the use of complex cognitive language functions. These kindergarten-children pose problems and solve problems by reasoning, in spite of their age and the fact that they are not yet literate. This high quality interaction would not have been possible without a change in the teacher role. The main feature of the old teacher role is starting and elaborating classroom conversations by continuously asking questions. The teacher is active instead of the student. In his new role the teacher of the Lost key-example presents an interesting problem and then holds back. He supports the children’s thinking and their problem solving efforts by listening to their ideas and giving listening responses (e.g. ‘yes’ and repeating a student’s phrase) and acting as a participant with the students. https://pure.uva.nl/ws/files/1078116/63938_Damhuis_published... |
| |
| Login to enter a peer comment (or grade) | ||
Login or register (free and only takes a few minutes) to participate in this question.
You will also have access to many other tools and opportunities designed for those who have language-related jobs (or are passionate about them). Participation is free and the site has a strict confidentiality policy.
KudoZ™ translation help
The KudoZ network provides a framework for translators and others to assist each other with translations or explanations of terms and short phrases.
See also:
Search millions of term translations