In the education of pupils with Down syndrome, "simplifying" literal talk and concrete stimulation have typically played a dominant role. This explorative study investigated the extent to which teachers stimulated abstract cognitive functions via inferential talk during book-sharing and how pupils with Down syndrome responded. Dyadic interactions (N=7) were videotaped, transcribed and coded to ...

Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on students speaking ability. interaction and ability have related to created teaching classroom process. This study purpose at analyzing realization of especially talk occurred during class. The data were taken from SMA Negeri 3 Seluma in form observation,...

Our study addresses the relationship between teacher talk and children’s conceptual learning in early science instruction. We examined role of N = 32 kindergarten classes. The teachers were video-recorded at beginning a four-week instruction phase while assisting group children who dealing with unit on floating sinking. coding included expressions that pertinent to content (content-specific voc...