Examines how students use gendered discourse practices in small peer group settings to accomplish their school tasks. The analysis contributes to the separate worlds hypothesis by showing how Latino children interactionally orient to their peer group as a gendered context. (Author/VWL)

The actual process of reading diagnosis and the effects of examiner/student interaction upon the diagnostic outcome were explored in this study. A testing session of approximately 50 minutes, conducted by a university professor to determine the reading problems of a nine-year-old boy, was videotaped. Applying an ethnomethodological model for…

Offers a commentary on the studies of Kyratzis and Guo, Goodwin, Nakamura and Cook-Gumperz and Szymanski comprising the special issue of this journal. The special issue is situated in the history of gender studies in developmental pragmatics. The inadequately recognized role of cultural factors is highlighted. (Author/VWL)

Historically, teachers have primarily worked alone in their classrooms, have served as deliverers of standardized and textual materials, and have been managed. Now, however, they are expected to work in teams, create active-learning curricula, and manage themselves. This paper examines a self-initiated team of K-6 grade teachers working in a…

Presents a case study of an elementary school child with a learning disability to illustrate that both performance and disability have to be understood in terms of the social environments with which they are linked. (FL)

Suggests that an analysis of spontaneous speech collected in a simulation can provide insight into the way messages are produced and understood. Describes an experiment which used this technique to study the linguistic performance and communication strategies in anglophone children learning French. (SED)

Five teachers using a conversational approach to language teaching with hearing-impaired students were studied. Teachers tended to exert a high level of conversational control, though conversational control decreased over time. The children (ages 4-10) exhibited language growth in their imitations and responses but not in spontaneous utterances.…

The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for…

The assumption that question-answer sequences consist of two moves was examined using data from recordings of second-grade classrooms in Austin, Texas. Interactions initiated by children's spontaneous questions in informal, small group settings were evaluated. Twenty-nine dialogue samples are presented and analyzed. Four issues in the study of…

A one-year project to explore the use of children's language served as a basis for staff development through the North Dakota Study Group on Evaluation. Children's conversations among themselves were observed and recorded within the classroom setting, and the content of the observations were used for planning curriculum and assessing children's…

The child brings to the classroom a socially conditioned way of behaving, both verbal and nonverbal, which reflects both the maturational process and sociocultural conditioning, and a socially conditioned view of what the norms of the dominant society are and what that society expects of him or her. The school attempts to transmit the cultural…