Relations between teacher questioning and student talk in one elementary ELL classroom
Assessment
Assessing student writing on tablets
Classroom monitoring in English Language Learning
Communicative competence in oral language assessment
Creating a context for growth focussed assessment
Developing pupils’ success criteria in reading
Developing school practice in preparing students for high stake examinations
Developing writing pedagogy in a teacher professional learning community
Feedback to writing, assessment for teaching and learning and student progress
Improving the effectiveness of peer feedback for learning
Innovating the Singapore English language curriculum through lesson study
Instructional rubrics
Peer and teacher feedback on student writing
Praise and criticism in written feedback
Putting rubrics to the test
Reflexive writers
Standardized achievement tests and English language learners
Students’ and teachers’ perceptions of students’ self assessment ability
Talking the talk : Oracy demands in first year university assessment tasks
Teacher expectations and academic outcomes
Teacher feedback and student revisions
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Washback effect from examinations: What can the teacher do?
Writing with peer response using different types of genre knowledge
Grammar
Gendered Differences in Language
Academic Conversations
Beliefs, Knowledge & Practices of Grammar Pedagogy
Benefits & Concerns of Lesson Study
Building Literacy Communities of practice across Subject Disciplines
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Short & long term effect of explicit grammar instruction on fifth graders writing
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Corpus based material as a teaching resource
ICT
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Assessing student writing on tablets
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Creative tensions in teaching new texts and new literacies
Studying the Impact of implementing Multimodal Literacy
Digital Storytelling as a power technological tool for teacher & student engagement
Integrating Out of School Literacy and School Literacy Practices
Growing in digital technology
ICT integration into primary school English and Mathematics
Impact of ICT enriched learning environment on students language learning
Information literacy skills of secondary school students in Singapore
CD Roms in English Language Teaching
Moblogging in Science Classrooms
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Multimodal Construction
Students' multimodal construction of the work energy concept
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The use of blogs for writing of online journals
Using digital texts in classrooms
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When reading meets blogging
Young children’s engagement with digital texts and literacies in the home
Listening and Viewing
Listening Processes of Second Language Learners
Toward a more dialogic discussion in the English Language Classroom
Cooperative Learning & Listening Comprehension
Community Inquiry and Understanding Maths
Discovery listening—Improving perceptual processing
From oracy to literacy
Identifying 'quality' in classroom talk
Insights into young learners' metacognitive awareness about listening
Investigating Language Learner Strategies
Investigating Predictors of Listening Comprehension
Learners' perceptions of listening comprehension problems and language
Literacy for the future
Metacognitive instruction in listening
Motivation requires a meaningful task
Oracy: Social facets of language learning
The Impact of Classroom practices on students' learning of English
Reading like a historian
Singaporean students’ awareness of listening and speaking strategies
The Pedagogical practices of a 'Document Based Lesson'
Student motivation and learning in Singapore
Using Argument as tool for Science
Reading and Viewing
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Disciplinary Literacy in Elementary School
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Early Literacy Programme for Struggling Readers
Effective Reading Instruction in the Early Years of School
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Evaluation of the Buddy Reading programme
Examining booktalks on authentic classroom discussion
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Explicit reading comprehension instruction in elementary classrooms
Explicit teaching of argumentative writing in upper primary social studies lessons
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Disciplines in Secondary Literacy Teaching
Adults moving from Oracy to Literacy
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Levelling the Reading Gap
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Pragmatic Awareness of Implicatures
Predicting Early Reading Comprehension Skills
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Teachers' Beliefs about Reading Instruction
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Reading Motivation
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Recontextualising reading, rethinking teaching
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Science, Language and Young Learners
Standardized Achievement Tests and English Language Learners
Strategies in Reading Comprehension
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Teacher Expectations and Academic Outcomes
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Implementing dialogic teaching in a Singapore English language classroom
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Spoken skills as empowerment
Perspectives on spoken grammar
Impact of classroom practices on student's learning of English
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Reading like a historian
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Relations between teacher questioning and student talk in one elementary ELL classroom
Research into practice: Scaffolding learning processes to improve speaking performance
Science, language and young learners
Singaporean students’ awareness of listening and speaking strategies
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Multimodal construction
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Oracy in University assessment task
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Teachers' use of questioning and modelling comprehension skills in primary classrooms
The pedagogical practices of a 'Document based Lesson'
The analysis and reconciliation of students’ rebuttals in argumentation activities
Drama and Oracy
The enactment of literacy policy in Singapore
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The role of exploratory talk in classroom search engine tasks
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The study of talk between teachers and students
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Subject Literacy
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A case study of designing technology enhanced learning in an elementary school in Singapore
A project for teaching critical reading and writing
Literacy in content areas
Academic conversations
Teacher and student questioning in Maths
Writing in Archaeology
Building literacy communities of practice across subject disciplines in secondary schools
Challenges faced by teachers of English language learners and limited English proficiency students
Literacy and Multimodal Texts
Children's talk and reasoning
Classroom dialogue
Classroom interaction in science
Assessing communicative competence
Competencies for teachers of English learners
Creative tensions in teaching new texts and new literacies
Community inquiry and understanding Maths
Dialogic Interactions and Feedback
Dialogic space interactions
Dialogic teaching in the primary Science classroom
Disciplinary literacies and Functional language analysis
Disciplinary Literacy in Elementary School
Disciplinary literacy and 21st century demands
All about disciplinary literacy
Educating the next generation of literacy teachers
Disciplines in Secondary literacy teaching
Implementation of Differentiated Instruction
Improving Teacher Questioning in Science
Role of teacher questioning in promoting student engagement
Investigating a disciplinary approach to literacy learning in a secondary school
Investigating language learner strategies
The role of language in learning history
Literacy pedagogical content knowledge
Integrating writing into Macroeconomics
Mapping subject specific literacies
Incorporating reasoning and communication into Mathematics
Multiliteracies, pedagogy and identities
Oracy in Mathematics
Oral presentation in mathematics
Using student's Out of Classroom experiences for learning
Reading like a Historian
Reading in the disciplines
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School Discourse
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Advanced reasoning and communication in Maths
Multimodal construction
Students’ and teachers’ perceptions of students’ self assessment ability
Subject specific Literacy and School Learning
Classroom talk in secondary social studies
Supporting middle school students with content area academic language
Talk for promoting enjoyment and developing understanding in Science
Teacher Questioning in Science Classrooms
Teachers' use of questioning and modelling comprehension skills in primary classrooms
Teachers’ concerns about vocabulary in content literacy methodology textbooks
Reading multiple historical texts
The pedagogical practices of a 'Document based lesson'
The analysis and reconciliation of students’ rebuttals in argumentation activities
ICT in learning task design and implementation
Mathematics and Language
The language of different types of explanations in junior high school Science texts
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Using Questioning to Guide Student Thinking
The role of exploratory talk in classroom search engine tasks
The use of classroom talk and multiple representations in teaching Science
Dialogic and authoritative discourse in Science teaching
Changing classroom discourse patterns through the scaffolding approach
Talk in Mathematics classes in Singapore
Disciplinary literacy in Engineering
Why disciplinary literacy
Learning academy Vocabulary
Writing with 'Voiced' in Science
Vocabulary
Using drama in English language classrooms
Gendered differences in language
Academic conversations
Effects of morphological instruction on vocabulary acquisition
Vocabulary acquisition among second language leaners
Learners' use of strategies for effective vocabulary learning
Predictors of reading ability for bilingual children
Relation between exposure to sophisticated and complex language and learners’ vocabulary
School Discourse
Reading comprehension strategies
The Role of Vocabulary in Reading
The role of Vocabulary in reading comprehension
Using contextual clues effectively in cloze procedures
Vocabulary learning
Learning academic vocabulary
Writing and Representing
Disciplinary literacy and struggling learners
Using drama in English language classrooms
A functional approach to the teaching of coherence in argumentative writing
Improve writing skills in an integrated English language and Literature curriculum
A project for teaching critical reading and writing
Literacy in content areas
Gendered differences in language
Argumentation as core curriculum
Argumentation in students’ online forum discussion
Writing in archaeology
Assessing student writing on tablets
Evaluation of explicit teaching of text structure, and planning and revision strategies
Building literacy communities of practice across subject disciplines
Effective feedback for student revision
Impact of poverty on literacy opportunities
Studying the impact of implementing multimodal literacy
Developing motivation to write
Developing writing pedagogy in a teacher professional learning community
Dialogic Interactions and Feedback
Digital storytelling as a powerful technological tool for teacher and student engagement
All about disciplinary literacy
Effect of explicit instruction in expository paragraph writing
Efficacy of explicating teaching of writing
Evaluative expressions in analytical arguments
Argumentative writing across the curriculum
Feedback to writing, assessment for teaching and learning and student progress
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Biliteracy differences between Singapore and immigrant Chinese families
Implementing self regulated strategy development
Improving English language teaching through lesson study
Improving the effectiveness of peer feedback for learning
Improving the writing and knowledge of emergent writers
Influencing children’s self efficacy and self regulation of reading and writing
Innovating the Singapore English language curriculum through lesson study
Instructional rubrics
Investigating a Disciplinary Approach to Literacy Learning in a Secondary School
Investigating language learner strategies
Critical language awareness among business English students
Learning study as an approach to teacher development
The role of language in learning history
Literacy for the future
Integrating writing into Macroeconomics
Moblogging in Science Classrooms
Motivating struggling readers and writers
Critiquing newspaper commentary articles
Oracy in a Japanese Kindergarten
Oracy and Language learning
Spoken skills as empowerment
Peer and teacher feedback on student writing
Picture Books as Mentor Texts for 10th Grade Struggling Writers
Praise and criticism in written feedback
The impact of classroom practices on student's learning of English
Putting rubrics to the test
Reflexive writers
School Discourse
Science, language and young learners
Using online discussion stance support strategies for writing compositions
Self efficacy beliefs, motivation, and achievement
Strategy based writing instruction
Students' perceptions of integrating Wiki technology and peer feedback into English writing
Classroom talk in Secondary Social Studies
Supporting middle school students with content area academic language
Teacher feedback and student revisions
Teaching and learning argumentative reading and writing
Teaching argumentative writing at the primary level
The pedagogical practices of a 'Document based lesson'
The development of young writer in an English classroom
Construction of scientific knowledge through writing
The relationship between use of writing strategies and English proficiency
Student motivation and learning in Singapore
The short and long term effect of explicit grammar instruction on fifth grades' writing
The use of blogs for writing of online journals
Evaluating the efficacy of matrix ideational frameworks
Use of scoring rubrics for formative assessment purposes
Using argument as tool for Science literacy
Corpus based material as a teaching resource
Disciplinary literacy in Engineering
Using alternative assessment strategies in Mathematics instruction
Writer’s workshop vs writing prompts
Writing as literacy development for low achievers
Writing Strategies, Skills, and Knowledge
Writing with 'Voiced' in Science
Writing with peer response using different types of genre knowledge
Others
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Secondary students' language anxiety
An integrated approach to teaching literature in an EFL classroom
Benefits and concerns of lesson study
Building teachers' creative capabilities in Singapore's English classrooms
Challenges confronting teachers of English language learners
Conflicting language ideologies & contradictory practices in Singaporean multilingual families
Creative tensions in teaching new texts and new literacies
Early childhood teachers' beliefs about literacy development
Educating the next generation of literacy teachers
English language teachers’ beliefs about the teaching of grammar
Factors that affect emergent literacy development when engaging with electronic books
Implementation of Differentiated Instruction
Implementing dialogic teaching in a Singapore English language classroom
Improving English language teaching through lesson study
Improving the effectiveness of peer feedback for learning
Innovating the Singapore English Language curriculum through lesson study
Learners' use of strategies for effective vocabulary learning
Learning from a Learning Study
Lesson study for teacher development in Singapore
Lesson study: Teacher led professional development in literacy instruction
Lesson transitions to group work in primary English classrooms
Multiliteracies, pedagogy and identities
Practitioner research
Regulative discourse in Singapore primary English classrooms
Relations between teacher questioning and student talk in one elementary ELL classroom
Standardized achievement tests and English language learners
Sustainability of Impact of Action Research
Teachers' use of questioning and modelling comprehension skills in primary classrooms
Teachers’ work in culturally and linguistically diverse schools
The impact of embedded grammar teaching on students writing & students’ metalinguistic understanding
The syntactic influences of Chinese and Malay on the learning of English in Singapore
Word Knowledge in a Theory of Reading Comprehension
Boyd, M. P. (2015). Relations between teacher questioning and student talk in one elementary ELL classroom. Journal of Literacy Research, 47(3), 370-404.
Background
The author highlighted that although student talk could enhance communicative competence, engagement, cognitive thinking, and comprehension, such talk in the classroom did not occur spontaneously.
Aims
This study examined patterns of teacher questioning that could influence student talk and learning.
Sample
The study took place in a public elementary school in the south-eastern United States. Participants comprised six students in one fourth- and fifth-grade English Language Learning (ELL) pull-out classroom. They were non-English speakers who were taken out of their regular classes for 50 minutes of ‘pull-out’ ELL instruction daily.
Method
Data collected included video- and audio-taped classroom talk practices, teacher interviews, teacher lesson plans and charts, student artefacts, field notes, and analytic memos. Two focal lessons were selected because the criterion chosen positioned these two lessons as outliers – the lessons with the least and the most student critical turns (SCTs). An SCT was defined as uninterrupted student talk lasting at least 10 seconds.
Findings
The findings categorized the relations between teacher questioning and student talk into three sections – the scope of talk, the teacher questioning patterns, and the teacher prototypical question type. Regarding the scope of talk in both lessons, students took more than two thirds of the turns of talk (TOT), the conversation was on the main literature, and the teacher talk was predominantly questioning. The teacher asked about twice as many questions as the students. Her questions were dependent on her students’ contributions, the subsequent dialogue conditions, the scope and purposes of her immediate lesson, and established classroom routines. Her questions were asked in ways that could be answered and they supported authentic commentary on the topic explored together. They varied in form. The teacher’s talk consistently functioned to extend and clarify students’ explorations, pushing them to elaborate.
Implications
The author concluded that the impact of questions in opening up or shutting down student inquiry resulted not from whether the teacher knew the answer, but from how the students interpreted the teacher’s intention behind the question. The patterned and consistent nature of the teacher talk, and student confidence that their ideas would be valued, shaped student predispositions toward teacher questioning. She emphasized that a range of questioning patterns supporting and directing varied student talk would thus be necessary. Students would also explore ideas through classroom talk in classrooms where teachers ensured there was time, curricular and semiotic space, guidance (such as contingent questioning), and a safe environment.
Original article retrieved from ERIC.