Immersing, Revealing, and Telling: A Continuum from Implicit to Explicit Teaching.Report as inadecuate




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This paper describes similarities between the areas of second language (L2) teacher education and mother tongue (MT) literacy teacher education: similarity of definition, similarity of history, and similarity of a current pedagogical issue (immersion is necessary but not sufficient). Practitioners in both fields need to modulate the sharp polarity between two terms: (1) acquisition vs. learning for learners, and (2) immersion vs. telling by teachers. A concept called revealing, a pedagogical activity performed by the teacher, could be inserted between conceptualizations of immersing and telling and would allow binary opposition to evolve into a continuum of implicit to explicit teaching. A description of teaching phonemic awareness to 6-year-olds and examples of strategies for directing older students' attention to larger forms of written language (topic sentences, sentence fragments, and combining generalization and detail in expository writing) serve as examples of revealing. (Contains 18 references.) (JP)

Descriptors: Classroom Techniques, Elementary School Students, Higher Education, Language Acquisition, Linguistic Theory, Literacy Education, Phonemes, Primary Education, Second Language Learning, Teacher Education, Written Language











Author: Cazden, Courtney B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7616&id=ED365134



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