Childchild discourse during literacy practice: Impact on learning - PowerPoint PPT Presentation

Title: Childchild discourse during literacy practice: Impact on learning


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Child-child discourseduring literacy practice
Impact on learning

• Deborah S. Duncan, Ph.D., CCC-SLP

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The Study

• A year-long investigation conducted in 1
  first-grade classroom as children participated in
  two daily classroom practicesPartnership Reading
  Writers Workshop
• Question
• What is the nature of childrens discourse in the
  margins of the classroomapart from adultsand
  what impact does childrens discourse have on
  literacy learning?

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Theoretical Framework

• Sociocultural Perspective
• (Rogoff, 1995 2003 Vygotsky, 19671978)
• Key Constructs
• Participation(Cole,1996 Rogoff,19952003
  Wertsch, 1985199519982000)
• Learning (Rogoff, 2003)
• Culture (Rogoff, 2003)
• Community (Rogoff, 2003)
• Literacy (UNESCO,19581978)
• Discourse (Cazden, 2001Gee,1999 Lankshear
  Knobel, 2000 Rogoff, 2003)

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Empirical Literature Child-Child Investigations

• Most conducted outside the U.S. (in U.K.)
  (Gianotti, 1994 Gillen, 2002 Gregory, Williams,
  Baker Street, 2004 Hyun, 2005 Hyun Davis,
  2005 Kumpulainen, 1996 Lyle, 1999 Mercer
  Fisher, 1992 Murphy, 2004 Philips, 1990)
• Established types of talk as a means for
  gaining insight in to the nature of childrens
  discourse (Fisher,1993 Gianotti, 1994 Hyun
  Davis, 2005 Wells, 1994)
• Related types of talk to childrens learning
  (Fisher, 1993 Gianotti, 1994 Hyun, 2005 )

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• Reflected child-child talk as a valuable resource
  for understanding childrens learning process
  (Dyson, 2003 Griffin, 2002 Kumplainen,1996)
• Established the value of child-child talk apart
  from adults (Dyson, 1993 Fisher, 1993
  Gianotti,1994 Griffin, 2002 Hyun Davis, 2005)
• Storylines used as a means of positioning (Bomer
  Laman, 2004)

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Research Design

• Qualitative
• Methodologies Case Study/Discourse Analysis
• Study Context
• Federal Title I Elementary School
• One first-grade classroom (16 students)
• Participants
• Poor/Working-class Families
• White (8), Native American (1), Latino/a (7)

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Data Collection

• Cases
• 4 Males 4 Females the classroom
• Data Collection Methods
• Participant-Observation
• Fieldnotes
• Audio tape recordings
• Interviews
• Survey
• Collected student artifacts
• Weekly collaboration sessions with teacher

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Data Analysis

• Transcription
• Fieldnotes
• Artifacts
• Data Reduction
• Data Display
• Triangulation

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The Nature of Childrens Discourse

• Evidenced in 6 types of talk and patterns within
  those types of talk
• Play Talk
• Personal/Experience Stories
• Self Talk
• Accelerated Reader Talk
• Social Talk
• Warning Impending Adult

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Childrens Discourse Reflected

• How children viewed their roles and
  responsibilities as readers and writers relative
  to peers
• Process
• Changing participation over time
• The influence of one child to impact change in
  another

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Discussion

• Cultural community distinctly different from that
  of adults/traditional school
• Types and Patterns of Talk Mediational Practice
• Talk as Text
• Meaning of text Culturally determined
• Text in its broadest sense (Bakhtin,1986)
• Talk as a textual form

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Implications

• For how we view children/role in learning
• For classroom practices
• For structuring classroom instruction
• For use of commodified educational programs
• For future research

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Contact Information Deborah Duncan, Ph.D.,
CCC-SLP duncanslp_at_hotmail.com duncand_at_laramie1.k1
2.wy.us
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References
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