The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education

Veen, Chiel van der; Mey, Langha de; Kruistum, Claudia van; Oers, Bert van

doi:10.1016/j.learninstruc.2016.06.001

Cited by 67 publications

(48 citation statements)

References 32 publications

(48 reference statements)

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“…As a first step, we conducted a design-based study in which the (re)design of our intervention, together & Michaels, 2014). We then conducted a large-scale study with a pretestinterventionposttest design in which we tested the effect of the MODEL2TALK intervention (for more details on the design of this study, see van der Veen, de Mey, et al, 2016). A total of 21 teachers and 469 students (mean age = 5.0 years) from 11 schools participated in this study: 12 teachers in the intervention condition and nine teachers in the comparison condition.…”

Section: Methodsmentioning

confidence: 99%

“…Further, before and after the intervention, all students were asked 15 subject matter knowledge questions related to the animals that they discussed in the six classroom discussions. We used multilevel modeling to analyze the effect of the MODEL2TALK intervention on students' oral communicative competence and subject matter knowledge (van der Veen, de Mey, et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…So, how can teachers be supported to become skillful orchestrators of these discussions? Over the past few decades, a lot of classroom-based research has been done that has resulted in a set of talk tools that help teachers lead (whole-class) academically productive discussions (Anderson, Chapin, & O'Connor, 2011;Michaels & O'Connor, 2012;O'Connor & Michaels, 1993, 1996van der Veen, de Mey, et al, 2016). In general, these talk tools seek to increase the participation of all students and to encourage them "to engage in more sophisticated forms of reasoning" (Mehan & Cazden, 2015, p. 19).…”

Section: Productive Talk Toolsmentioning

confidence: 99%

“…Such a classroom culture improves students' oral communicative competence, defined as the ability to communicate appropriately in different sociocultural contexts (e.g., Roth & Spekman, 1984;Schiefelbusch & Pickar, 1984). Supporting students' oral communicative competence is important because it is positively related to successful reading comprehension (Snow, 2002); mediates learning, thinking, and self-regulation (e.g., van Oers, Wardekker, Elbers, & van der Veer, 2008); and can be considered an important qualification for participation in today's globalized knowledge society. Throughout this article, we will show how (early childhood) teachers can make their classroom conversations more productive.…”

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confidence: 99%

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MODEL2TALK: An Intervention to Promote Productive Classroom Talk

Veen¹,

Wilt

Kruistum³

et al. 2017

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This article describes the MODEL2TALK intervention, which aims to promote young children's oral communicative competence through productive classroom talk. Productive classroom talk provides children in early childhood education with many opportunities to talk and think together. Results from a large‐scale study show that productive classroom talk has a positive effect on young children's oral language abilities. This is of great importance as good oral communicative competence is related to later reading comprehension skills and social acceptance and mediates learning, thinking, and self‐regulation. Teachers can promote productive talk in their classrooms by giving children more space to share their ideas, listen to one another, reason, think together, and reflect on their communicative performance. The examples in this article support teachers to adopt productive talk and move toward a classroom culture in which children think and communicate together.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Productive Talk Toolsmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

MODEL2TALK: An Intervention to Promote Productive Classroom Talk

Veen¹,

Wilt

Kruistum³

et al. 2017

Read Teach

Self Cite

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show abstract

“…For more than forty years, teacher-child interaction has been a significant focus of educational research (Howe & Abedin, 2013;Mercer & Dawes, 2014;van der Veen, de Mey, van Kruistum, & van Oers, 2016). Such research has identified classroom interactions as teacher-dominated, in that teachers do most of the talking (Howe & Abedin, 2013;Massey, 2004;Mercer & Dawes, 2014).…”

Section: Chapter 2: Teacher-child Interactions and Request Designs -Amentioning

confidence: 99%

Teacher Talk: "I wonder..." Request Designs

Houen¹

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High quality early education programs are underpinned by teacher-child interactions that seek to support children's engagement with knowledge. A key pedagogical strategy, in such programs, is the use of questioning. This study used ethnomethodology and conversation analysis to undertake a fine-grained investigation of 170 hours of video recorded classroom data from 9 preschools to investigate teacher-child interaction. Findings explicate how teachers use various request designs in their interactions with children. One of the designs identified was the 'I wonder…' formulation, which was shown to be an interactional device that teachers used to engage with factual knowledge and create opportunities for children to enact their agency. Findings of the thesis are presented through three papers written for publication. Collectively, the study identified how teachers design their requests in their interactions with children. One strategy, the 'I wonder…' formulation was shown to create opportunities for children's enactment of their agency and to foster children's contributions of their knowledge in discussion with teachers. Knowledge about pedagogical interactions, such as 'I wonder…' formulations enable teachers to make intentional decisions about the interactional resources they select. Building and using a repertoire of pedagogic strategies to encourage children's contributions to discussions and agency is demonstrable evidence of high quality teacher-child interactions. Findings have implications for the broader quality agenda in early childhood education.

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The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

Chen

Zhang

Chan

et al. 2020

British Educational Res J

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This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship.Although past studies from the perspectives of teachers and researchers show how teachers' guidance of productive classroom talk supports students' cognitive processes, few have investigated the social and emotional relationship between teacher talk and student classroom engagement from the perspective of students. To fill this gap, this study examines how students' perceptions of the teacher's use of classroom talk are linked to their emotions (enjoyment and anxiety) and discursive engagement with classmates. Specifically, we examine the academically productive talk (APT) of teachers from the students' perspective. APT is a form of dialogic instruction that teachers use to position students as active thinkers in classroom conversations (Michaels & O'Connor, 2015;Resnick et al., 2015).

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The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education

Cited by 67 publications

References 32 publications

MODEL2TALK: An Intervention to Promote Productive Classroom Talk

MODEL2TALK: An Intervention to Promote Productive Classroom Talk

Teacher Talk: "I wonder..." Request Designs

The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom

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