ABSTRACT

Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children’s language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers’ instructional talk, and thus, more efficiently promote children’s language learning. The present study examined the extent to which 15 teachers in Norway implementing a language intervention programme designed to enhance students’ second-language learning in first and second grade demonstrated changes in their instructional talk over the 8-week programme. The programme consisted of scripted parts (labelling pictures of targeted words, repeated exposures), as well as soft scripted parts (word relations and definitions) and minimally scripted parts (narratives and explanations that extended the here-and-now). Teachers received professional development that qualified them to implement the programme. Analysis of modifications in teachers’ instructional talk was based on audio-recorded small-group interactions, comparing characteristics of teacher talk at the beginning and end of the 8-week programme. Results revealed that teachers’ instructional talk developed to include more word definitions and extended discourse, talk categories aligned with the less scripted parts of the intervention. Conversely, teacher talk during the scripted parts of the programme did not change.

摘要

尽管对旨在支持儿童早期及以后的口语技能的干预措施进行了大量投资，但许多干预措施未能确定对儿童语言学习的影响。项目的影响可能有限，因为它们不能充分成功地支持教师的教学谈话，从而更有效地促进儿童的语言学习。本研究调查了挪威的 15 名教师实施语言干预计划的程度，该计划旨在提高一年级和二年级学生的第二语言学习，在为期 8 周的计划中展示了他们的教学谈话的变化。该程序由脚本部分组成（标记目标单词的图片，重复曝光），以及软脚本部分（单词关系和定义）和最少脚本部分（扩展此时此地的叙述和解释）。教师接受了专业发展，使他们有资格实施该计划。对教师教学谈话修改的分析基于录音的小组互动，比较了 8 周课程开始和结束时教师谈话的特征。结果显示，教师的教学谈话发展为包括更多的词定义和扩展话语，谈话类别与干预中脚本较少的部分保持一致。相反，在节目的脚本部分，教师的谈话没有改变。教师接受了专业发展，使他们有资格实施该计划。对教师教学谈话修改的分析基于录音的小组互动，比较了 8 周课程开始和结束时教师谈话的特征。结果显示，教师的教学谈话发展为包括更多的词定义和扩展话语，谈话类别与干预中脚本较少的部分保持一致。相反，在节目的脚本部分，教师的谈话没有改变。教师接受了专业发展，使他们有资格实施该计划。对教师教学谈话修改的分析基于录音的小组互动，比较了 8 周课程开始和结束时教师谈话的特征。结果显示，教师的教学谈话发展为包括更多的词定义和扩展话语，谈话类别与干预中脚本较少的部分保持一致。相反，在节目的脚本部分，教师的谈话没有改变。结果显示，教师的教学谈话发展为包括更多的词定义和扩展话语，谈话类别与干预中脚本较少的部分保持一致。相反，在节目的脚本部分，教师的谈话没有改变。结果显示，教师的教学谈话发展为包括更多的词定义和扩展话语，谈话类别与干预中脚本较少的部分保持一致。相反，在节目的脚本部分，教师的谈话没有改变。