Sharing Time Goes Awry … Or Does It?

Murphy, Sharon

doi:10.1080/02568540309595011

Cited by 8 publications

(42 citation statements)

References 7 publications

(7 reference statements)

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“…As they were less likely not to respond at all, this shows that the activity has the potential to engage children and elicit language production as recommended in the NEL framework (Ministry of Education, 2013a, 2013b). Corresponding to the nature of the Show-and-Tell activity in encouraging children’s talk (McMahon-Giles and Wellhousen-Tunks, 2008; Mortlock, 2014; Murphy, 2003), the children observed in this study were observed most frequently to initiate talk, and were more likely to provide longer responses in situations with the opportunity to respond. This also suggested that local children were willing and able to play active roles through oral language production in the classroom, but teacher strategies need to be contingent to their needs, in order to maintain and extend their engagement and talk.…”

Section: Discussionmentioning

confidence: 82%

“…A common activity used in preschool and elementary classrooms for developing children’s oral language competencies is Show-and-Tell (McMahon-Giles and Wellhousen-Tunks, 2008; Merville, 1954). It is sometimes also referred to as ‘Sharing Time’, and mainly involves individual children being invited to share objects or experiences with the class, while their classmates may either naturally respond (Murphy, 2003) or are scaffolded by the teacher to respond with comments or questions (Mortlock, 2014). Few studies have been conducted on Show-and-Tell, and existing studies highlight teacher facilitation as key to eliciting children’s oral language (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Few studies have been conducted on Show-and-Tell, and existing studies highlight teacher facilitation as key to eliciting children’s oral language (e.g. Mortlock, 2014; Murphy, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…It is also sometimes referred to as ‘sharing time’ and teachers have been reported to encourage children’s engagement in the activity differently. While an individual child is usually invited to present their experiences or items to the class, some teachers support more natural conversations between spectating and presenting children (Murphy, 2003), while other teachers play a more active role in eliciting comments and questions from spectating children (Mortlock, 2014). Show-and-Tell, in directing attention to individual children’s contributions to classroom talk, has been posited to have the potential to enhance children’s motivation and confidence in classroom participation and language production (McMahon-Giles and Wellhousen-Tunks, 2008; Ministry of Education, 2013b).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Vijayakumar

Yussof

et al. 2020

Policy Futures in Education

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Show-and-Tell is one of many activities recommended for encouraging children’s oral language production in classrooms across the world, but there is little research on the topic. From existing studies, teacher facilitation is posited as key to shaping children’s oral language production. This paper explores teacher strategies for facilitating children’s oral language production during Show-and-Tell, in the case studies of four Singapore preschool language teachers (English, Chinese, Malay and Tamil) sampled from a larger nationwide longitudinal study, with 47 children observed across the four classrooms. Using a coding scheme with high reliability ( d = 0.80), a total of 1192 teacher utterances and 539 children’s utterances were coded to capture teacher strategies and types of children’s responses across the classrooms. Findings showed that the English teacher employed language modelling most frequently, while all other teachers most frequently facilitated through questioning. The potential of Show-and-Tell in encouraging children’s language output is observed in how self-initiated talk is among the most frequent form of child participation, especially in the English-language classroom, which was expected given the context of English-dominance among bilingual Singapore children. In response to teacher facilitation, children were more likely to respond with verbal responses and gestures, as compared to not responding. It was, however, noted that a lack of wait-time provided by teachers hampered children’s opportunities to express themselves during the activity. Our findings have implications on the need for different types of teacher strategies required to ensure the effectiveness of Show-and-Tell for promoting children’s oral language production.

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

“…Few studies have been conducted on Show-and-Tell, and existing studies highlight teacher facilitation as key to eliciting children’s oral language (e.g. Mortlock, 2014; Murphy, 2003).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Promoting bilingualism and children’s co-participation in Singapore language classrooms: Preschool teacher strategies and children’s responses in Show-and-Tell

Vijayakumar

Yussof

et al. 2020

Policy Futures in Education

View full text Add to dashboard Cite

show abstract

“…Sharing time was identified by Cazden (2001) as a typical preschool or kindergarten language event. Many language researchers who are interested in classroom discourse have studied sharing time as a source for narrative elicitation that has strong ecological validity (Evans, 1987;Gee, 1986;Michaels, 1991;Murphey, 2003;Poveda, 2001;Silliman & Lamanna, 1986). Moreover, as a discourse structure, it preexisted in all three of the classes studied, as either "show and tell" or "Monday morning news."…”

Section: Data Collectionmentioning

confidence: 99%