A Provocative Approach for Communication with Low-Proficient Children: Examining How the Interactive Role of Teachers and Children Changes

Authors

  • Resi Damhuis
  • Eefje van der Zalm

DOI:

https://doi.org/10.20360/G2837N

Abstract

Low-proficient children need to be engaged in high-quality oral interaction as soon as possible. Educational design research was conducted to discover elements of a provocative approach to enhance language and thought development of these children. These elements are presented and illustrated. Interactions were analysed in order to assess how teachers and children changed their role in the interactions, when teachers applied the approach. Results show that change is indeed possible, but not for everyone, nor to the same extent. Implications for teaching and professional learning initiatives are proposed.

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Published

2017-07-06

How to Cite

Damhuis, R., & van der Zalm, E. (2017). A Provocative Approach for Communication with Low-Proficient Children: Examining How the Interactive Role of Teachers and Children Changes. Language and Literacy, 19(2), 51–71. https://doi.org/10.20360/G2837N

Issue

Vol. 19 No. 2 (2017): Exploring Language, Literacy, and Identity Connections through Play-Based Education in Rural, Remote, and Indigenous Communities

Section

Articles

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