Constructing Meaning in Interaction through Picture Books
This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). D...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2012-09-01
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| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://ojs.cepsj.si/index.php/cepsj/article/view/349 |
| _version_ | 1818228917353316352 |
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| author | Réka Lugossy |
| author_facet | Réka Lugossy |
| author_sort | Réka Lugossy |
| collection | DOAJ |
| description | This qualitative study describes and analyses young language learners’ spontaneous
comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy. |
| first_indexed | 2024-12-12T10:10:19Z |
| format | Article |
| id | doaj.art-77fc1dfbc69241599935e31d1d1e9591 |
| institution | Directory Open Access Journal |
| issn | 1855-9719 2232-2647 |
| language | English |
| last_indexed | 2024-12-12T10:10:19Z |
| publishDate | 2012-09-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj.art-77fc1dfbc69241599935e31d1d1e95912022-12-22T00:27:49ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472012-09-0123Constructing Meaning in Interaction through Picture BooksRéka LugossyThis qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy.https://ojs.cepsj.si/index.php/cepsj/article/view/349classroom talkmeaning makingliteracyteacher’s beliefs |
| spellingShingle | Réka Lugossy Constructing Meaning in Interaction through Picture Books Center for Educational Policy Studies Journal classroom talk meaning making literacy teacher’s beliefs |
| title | Constructing Meaning in Interaction through Picture Books |
| title_full | Constructing Meaning in Interaction through Picture Books |
| title_fullStr | Constructing Meaning in Interaction through Picture Books |
| title_full_unstemmed | Constructing Meaning in Interaction through Picture Books |
| title_short | Constructing Meaning in Interaction through Picture Books |
| title_sort | constructing meaning in interaction through picture books |
| topic | classroom talk meaning making literacy teacher’s beliefs |
| url | https://ojs.cepsj.si/index.php/cepsj/article/view/349 |
| work_keys_str_mv | AT rekalugossy constructingmeaningininteractionthroughpicturebooks |