|Teaching and Learning Forum 2003 [ Proceedings Contents ] |
The quality of teacher-student interaction has an important influence on educational outcomes, especially for Indigenous students. In the early years of schooling, it is particularly important that children have plenty of opportunity to develop good oral language skills, so that they have a strong foundation on which written literacy skills may develop. Opportunities to develop good oral language skills can be fostered or hindered by the manner in which teachers interact with their students and support or deny them opportunities to have their contributions heard. Where students do not receive opportunities to contribute to classroom talk, it is often not a conscious decision on the part of a teacher to deny them that chance. Rather, it may occur indirectly as a result of other factors such as the way in which teachers ask questions, or, particularly with early career teachers, due to a lack of confidence about taking up student initiated comments during a lesson.
This paper will present some of the findings from work currently in progress investigating interaction between teachers and students in Pre-primary to Year 3 classes that include Indigenous students with conductive hearing loss. The paper will draw on examples from different interactional contexts and teachers with varying amounts of experience. The findings from these analyses have potential to inform both pre-service and in-service teacher professional development.
|Please cite as: Galloway, A. and the Research Project Team (2003). Talking and learning. In Partners in Learning. Proceedings of the 12th Annual Teaching Learning Forum, 11-12 February 2003. Perth: Edith Cowan University. http://lsn.curtin.edu.au/tlf/tlf2003/abstracts/galloway1-abs.html|