Editor: Viv Edwards (University of Reading, UK)
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Volume: 18 Number: 5 Page: 361–378
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Four Critical Features of Teacher-Guided Reporting in Infant Science and Literacy Contexts
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Sheena Gardner
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With examples from junior science lessons on magnets, Gibbons (1998, 2001a, 2002) argues that Teacher-Guided Reporting (TGR) is a familiar teaching stage with potential for the development of academic registers when there is linguistic task sequencing, significant student initiation,
and press on linguistic resources. In exploring the potential of TGR as a formative assessment site for infant EAL, this paper examines Gibbons' claims in the context of science andliteracy lessons. It suggests that teachers more naturally (i.e.without TGR training) use TGR in experimental
science lessons, despite the linguistic sequencing of stages in the literacy activity implemented. Detailed analysis of three cycles of TGR in one literacy lesson shows an extended linguistic sequencing of tasks, with corresponding sequencing of student initiations. As too great a press on
linguistic resources may be counterproductive, a fourth critical feature of TGR is suggested relating to deflection and whole-class engagement. More research is needed to explore this through comparison with TGR in small group work andfurther investigation of learner perspectives.
Keywords: TEACHER-GUIDED REPORTING, ACADEMIC REGISTER, MODE CONTINUA, PRIMARY CLASSROOM INTERACTION, LITERACY
© 2004 Multilingual Matters
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