Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds Article

Gort, M, Pontier, RW, Sembiante, SF. (2012). Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds . 35(3), 258-276. 10.1080/15235882.2012.734262

cited authors

  • Gort, M; Pontier, RW; Sembiante, SF

authors

abstract

  • This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (Krashen, 1985) and language output (Swain, 1985), along with a reciprocal interaction model of teaching (Cummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher-child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more inference-based and factual questions during Spanish-medium read alouds and more experience-based and word-focused questions in English-medium read alouds. Implications for practice are discussed. © 2012 Copyright the National Association for Bilingual Education.

publication date

  • October 1, 2012

Digital Object Identifier (DOI)

start page

  • 258

end page

  • 276

volume

  • 35

issue

  • 3