This article reviews conversation analytic research on explanations in pedagogical interaction, particularly in language learning classrooms. In reviewing this literature, this paper aims to provide a comprehensive account of what is interactionally involved when giving pedagogical explanations so that future research investigating the…

The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary,…

Drawing on Vygotskian sociocultural theory of mind and social constructivism, and adopting a sequential exploratory mixed-methods approach, this study explored the impact of online dynamic assessment (DA) on EFL learners' academic writing skills through one-on-one individual and online synchronous DA sessions over Google Docs. It also investigated…

The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing…

This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers' text-related questions, and children's responses using sequential analysis, and…

THE PROGRAM OF INSTRUCTION IN ENGLISH CONSISTS OF A NUMBER OF VERTICAL STRANDS RUNNING FROM KINDERGARTEN THROUGH GRADE 12 AND BEYOND. THE READING STRAND IS PREPARED ON THE SEQUENTIAL DEVELOPMENT OF SKILLS. FIVE UNITS--WORK ATTACK SKILLS, VOCABULARY, ACQUISITION SKILLS, COMPREHENSION SKILLS, AND CRITICAL AND INTERPRETIVE READING--ARE DEVELOPED AND…

Recognizing that behavioral objectives do not constitute a reading program but rather are instruments by which teachers may continually evaluate students' progress, determine their instructional needs, develop programs to meet those needs, and assess the results of those programs, this manual provides suggested behavioral objectives for four major…

FROM EITHER A FEAR OF STUDENTS OR A FEAR OF LANGUAGE AS IT ACTUALLY EXISTS, MANY ENGLISH TEACHERS HAVE PERMITTED GRAMMATICAL ANALYSIS TO DOMINATE THE NEW ENGLISH CURRICULA AND CONSEQUENTLY HAVE MADE LINGUISTICS IRRELEVANT. THESE TEACHERS PREFER THE MANIPULATION OF GRAMMATICAL SYSTEMS AS AN END IN ITSELF RATHER THAN THE USE OF LINGUISTICS TO…

This curriculum guide for German language instruction in secondary schools concentrates on methodology and materials which emphasize the development of audio-lingual skills and the acquisition of reading skills. Extensive sections on reading and culture are directed to specific grades and levels and provide recommendations. Teaching methodology,…