Persistent Link:
http://hdl.handle.net/10150/145738
Title:
Teacher Scaffolding of Oral Language Production
Author:
George, May
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Embargo:
Embargo: Release after 7/3/2011
Abstract:
This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.
Type:
text; Electronic Dissertation
Keywords:
Curriculum Design; Language Production; Pedagogy of Instruction; Scaffolding Processes; Sentence Production; Teacher Scaffolding
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Teaching & Teacher Education
Degree Grantor:
University of Arizona
Advisor:
Doyle, Walter; Ruiz, Richard

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeacher Scaffolding of Oral Language Productionen_US
dc.creatorGeorge, Mayen_US
dc.contributor.authorGeorge, Mayen_US
dc.date.issued2011-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.releaseEmbargo: Release after 7/3/2011en_US
dc.description.abstractThis research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectCurriculum Designen_US
dc.subjectLanguage Productionen_US
dc.subjectPedagogy of Instructionen_US
dc.subjectScaffolding Processesen_US
dc.subjectSentence Productionen_US
dc.subjectTeacher Scaffoldingen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDoyle, Walteren_US
dc.contributor.advisorRuiz, Richarden_US
dc.contributor.committeememberCallahan, Philipen_US
dc.identifier.proquest11446-
dc.identifier.oclc752261316-
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