Learning Through Interaction: Volume 1
Learning Through Interaction: Volume 1

Author: C. Gordon Wells

Publisher: Cambridge University Press

Published: 1981-03-12

Total Pages: 318

ISBN-13: 9780521282192

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A fundamental study of language development from infancy to primary school written by members of the Bristol Study of Language Development research team. Their central thesis is that conversation provides the natural context of language development and that the child learns through exploring his world in interaction with other people.

Input and Interaction in Language Acquisition
Input and Interaction in Language Acquisition

Author: Clare Gallaway

Publisher: Cambridge University Press

Published: 1994-04-14

Total Pages: 340

ISBN-13: 9780521437257

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Language addressed to children, or 'Baby Talk', became the subject of research interest thirty years ago. Since then, the linguistic environment of infants and toddlers has been widely studied. Input and Interaction in Language Acquisition is an up-to-date statement of the facts and controversies surrounding 'Baby Talk', its nature and likely effects. With contributions from leading linguists and psychologists, it explores language acquisition in different cultures and family contexts, in typical and atypical learners, and in second and foreign language learners. It is designed as a sequel to the now famous Talking to Children, edited by Catherine Snow and Charles Ferguson, and Professor Snow here provides an introduction, comparing issues of importance in the field today with the previous concerns of researchers.

Second Language Interaction in Diverse Educational Contexts
Second Language Interaction in Diverse Educational Contexts

Author: Kim McDonough

Publisher: John Benjamins Publishing

Published: 2013-02-28

Total Pages: 334

ISBN-13: 9027272344

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This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).

Social Interaction and the Development of Language and Cognition
Social Interaction and the Development of Language and Cognition

Author: Alison Garton

Publisher: Psychology Press

Published: 1995

Total Pages: 172

ISBN-13: 9780863773709

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For students of developmental psychology, this book should be a useful reference guide to the main concepts concerned with "motherese", scaffolding, socio-cognitive learning and joint problem solving. It is also a contribution to the debate on the influence of social behaviour on development.

Understanding Dialogue
Understanding Dialogue

Author: Martin J. Pickering

Publisher: Cambridge University Press

Published: 2021-01-07

Total Pages: 303

ISBN-13: 110847361X

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Using a novel model, this book investigates the psycholinguistics of dialogue, approaching language use as a social activity.

Early Childhood Environment Rating Scale (ECERS-3)
Early Childhood Environment Rating Scale (ECERS-3)

Author: Thelma Harms

Publisher: Teachers College Press

Published: 2014-11-01

Total Pages: 0

ISBN-13: 9780807755709

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The long-anticipated new version of the internationally recognized Early Childhood Environment Rating Scale®, ECERS-3, focuses on the full range of needs of preschool- and kindergarten-aged children. This widely used, comprehensive assessment tool measures both environmental provisions and teacher-child interactions that affect the broad developmental needs of young children, including: Cognitive Social-emotional Physical Health and safety ECERS-3 also includes additional Items assessing developmentally appropriate literacy and math activities. Designed for preschool, kindergarten, and child care classrooms serving children 3 through 5 years of age, ECERS-3: Provides a smooth transition for those already using ECERS-R. Emphasizes the role of the teacher in creating an environment conducive to developmental gains. Is designed to predict child outcomes more accurately and with greater precision. Provides a stronger method of distinguishing between good and truly excellent programs. Offers a complete training program with ongoing support available at the Environment Rating Scales Institute (ERSI) website (www.ersi.info). ECERS-3 is appropriate for state and district-wide QRIS and continuous improvement; program evaluation by directors and supervisors; teacher self-evaluation; monitoring by agency staff; and teacher education. The established reliability and long term evidence of validity of the ERS family of instruments make this new version of ECERS particularly useful for RTTT-ELC accountability and research. Suitable for use in inclusive and culturally diverse programs, ECERS-3 subscales evaluate: Space and Furnishings Personal Care Routines Language and Literacy Learning Activities Interaction Program Structure

Introduction to Instructed Second Language Acquisition
Introduction to Instructed Second Language Acquisition

Author: Shawn Loewen

Publisher: Routledge

Published: 2014-07-21

Total Pages: 223

ISBN-13: 1136305920

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Introduction to Instructed Second Language Acquisition is the first book to present a cohesive view of the different theoretical and pedagogical perspectives that comprise instructed second language acquisition (ISLA), defined as any type of learning that occurs as a result of the manipulating the process and conditions of second language acquisition. The book begins by considering the effectiveness of ISLA and the differences between ISLA and naturalistic L2 learning. It then goes on to discuss the theoretical, empirical, and pedagogical aspects of such key issues in ISLA as grammar learning; interaction in the classroom; focus on form, function and meaning; vocabulary learning; pronunciation learning; pragmatics learning; learning contexts; and individual differences. This timely and important volume is ideally suited for the graduate level ISLA course, and provides valuable insights for any SLA scholar interested in the processes involved in second language learning in classroom settings.