The Classroom as an Unnatural Setting. A Study of Oracy in Elementary French Immersion Classes in Ontario [microform] / David Ireland.
A study of classroom interaction in Ontario's French immersion programs is summarized. Transcripts of classroom interactions were analyzed for teaching practices that tend to decrease or encourage student speech. Results suggest that the use of language in immersion classrooms is not significan...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1987.
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| Subjects: |
MARC
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| 100 | 1 | |a Ireland, David. |0 http://id.loc.gov/authorities/names/n83012094 |1 http://isni.org/isni/0000000086549176. | |
| 245 | 1 | 4 | |a The Classroom as an Unnatural Setting. A Study of Oracy in Elementary French Immersion Classes in Ontario |h [microform] / |c David Ireland. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1987. | ||
| 300 | |a 34 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
| 338 | |a microfiche |b he |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at an International Oracy Convention (University of East Anglia, Norwich, Norfolk, England, March 30-April 3, 1987). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED294433. | ||
| 520 | |a A study of classroom interaction in Ontario's French immersion programs is summarized. Transcripts of classroom interactions were analyzed for teaching practices that tend to decrease or encourage student speech. Results suggest that the use of language in immersion classrooms is not significantly different from language use in regular classes. It is recommended that French immersion teachers make a conscious effort to structure their teaching so as to provide students with a full range of opportunities to practice a full range of language skills. Specific recommendations include these: teachers should (1) provide as many opportunities as possible for students to speak spontaneously; (2) wait for students to formulate their thoughts in the target language; (3) insist that students communicate meaningfully; (4) give students content worth talking about or communication tasks worth undertaking; (5) relate any formal instruction to functional lessons; (6) create situations in which students use functions other than responding; and (7) talk to the students. (MSE) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Classroom Communication. |2 ericd. |
| 650 | 1 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Dialogs (Language) |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 1 | 7 | |a French. |2 ericd. |
| 650 | 1 | 7 | |a Immersion Programs. |2 ericd. |
| 650 | 1 | 7 | |a Oral Language. |2 ericd. |
| 650 | 0 | 7 | |a Speech Skills. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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