From conversation to oral composition: Supporting Indigenous students' language for literacy

摘要: The development of oral language and specifically increased control over literate discourse is critical to students' ability create comprehend texts in the early years schooling beyond. For students with home languages that differ from forms used school, through carefully designed teacher-student interactions has particular importance assisting access literacy skills display knowledge required for learning educational settings. This paper reports a study two teachers providing an intervention Indigenous techniques conversational scaffold compose writing. conversations are closely analysed reveal patterns teacher talk support appropriation discourse. findings indicate careful attention utterances contingent scaffolding by teachers, who clearly understand ways context-embedded can be as bridge context reduced supports learning.