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It is well recognised that classroom teaching is highly complex and
that teachers must navigate and negotiate myriad interactions just
within a lesson in order to manage the learning opportunities of
their students. What is less well recognised is precisely how these
interactions are managed in real time during actual classroom
interactions. This book is designed as an original, close-up
account of processes by which children learn to become school
learners in their first year of school, unpacking some of the
recognised complexity of busy classrooms to hone in on what
teachers and children do and how learning takes place. Using the
tools of conversation analysis, the authors unpack a range of
pedagogical interactions between teachers and children during
normal class, focusing on procedural instructions and the outcomes
of instructed activities. By including transcripts of recordings of
classes in schools located in diverse communities, it is possible
to see which aspects of classroom interaction may be impacted by
external factors, such as children's language or cultural
background, and which aspects are applicable regardless of such
factors. The chapters examine teacher instructions and children's
behaviour during instructions and during task performance in
whole-class and small-group interactions. Effective Task
Instruction in the First Year of School brings forward a
much-needed wealth of knowledge into how to teach children in the
first year of schooling and beyond in a way that is accessible for
practising teachers, student teachers as well as education
researchers.
It is well recognised that classroom teaching is highly complex and
that teachers must navigate and negotiate myriad interactions just
within a lesson in order to manage the learning opportunities of
their students. What is less well recognised is precisely how these
interactions are managed in real time during actual classroom
interactions. This book is designed as an original, close-up
account of processes by which children learn to become school
learners in their first year of school, unpacking some of the
recognised complexity of busy classrooms to hone in on what
teachers and children do and how learning takes place. Using the
tools of conversation analysis, the authors unpack a range of
pedagogical interactions between teachers and children during
normal class, focusing on procedural instructions and the outcomes
of instructed activities. By including transcripts of recordings of
classes in schools located in diverse communities, it is possible
to see which aspects of classroom interaction may be impacted by
external factors, such as children's language or cultural
background, and which aspects are applicable regardless of such
factors. The chapters examine teacher instructions and children's
behaviour during instructions and during task performance in
whole-class and small-group interactions. Effective Task
Instruction in the First Year of School brings forward a
much-needed wealth of knowledge into how to teach children in the
first year of schooling and beyond in a way that is accessible for
practising teachers, student teachers as well as education
researchers.
Mushin provides the first full grammatical description of Garrwa, a
critically endangered language of the Southwest Gulf of Carpentaria
region in Northern Australia. Garrwa is typologically interesting
because of its uncertain status in the Australian language family,
its pronouns and its word order syntax. This book covers Garrwa
phonology, morphology and syntax, with a particular focus on the
use of grammar in discourse. The grammatical description is
supplemented with a word list and text collection, including
transcriptions of ordinary conversation.
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