Constructing Meaning in Interaction through Picture Books

dc.creator	Réka Lugossy
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:19Z
dc.date.available	2015-07-20T22:17:19Z
dc.identifier	1855-9719
dc.identifier	2232-2647
dc.identifier	https://doaj.org/article/c36bedc4983c42fca112d848958ca2a2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18954
dc.description	This qualitative study describes and analyses young language learners’ spontaneous comments while sharing picture books during EFL sessions. It also explores teachers’ responses to learners’ comments, and considers reasons teachers may choose to ignore children’s talk in their first language (L1). Data were collected from young Hungarian learners (ages 5–12) and their teachers, through qualitative processes. The main findings give insights into the role of classroom talk in negotiating meaning in the foreign language and in developing literacy.
dc.language	English
dc.language	Slovene
dc.publisher	University of Ljubljana
dc.relation	http://www.cepsj.si/pdfs/cepsj_2_3/cepsj_2_3_pp97_lugossy.pdf
dc.relation	https://doaj.org/toc/1855-9719
dc.relation	https://doaj.org/toc/2232-2647
dc.rights	CC BY
dc.source	CEPS Journal : Center for Educational Policy Studies Journal, Vol 2, Iss 3, Pp 97-117 (2012)
dc.subject	classroom talk
dc.subject	meaning making
dc.subject	literacy
dc.subject	teacher’s beliefs
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Constructing Meaning in Interaction through Picture Books
dc.type	article