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An exploratory study of teachers’ supportive communication during interactive book reading in the classroom

Carlie, Johanna LU ; Sahlén, Birgitta LU orcid ; Waechter, Sebastian LU ; Gulz, Agneta LU ; Johansson, Roger LU orcid ; Brännström, Jonas LU and Andersson, Ketty LU orcid (2025) In Language & Education
Abstract
This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged... (More)
This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged students. (Less)
Abstract (Swedish)
This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged... (More)
This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged students. (Less)
Please use this url to cite or link to this publication:
author
; ; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
in
Language & Education
publisher
Taylor & Francis
external identifiers
  • scopus:85214424582
ISSN
0950-0782
DOI
10.1080/09500782.2024.2447262
language
English
LU publication?
yes
id
a582647f-b218-4989-9ed0-ca55270c0cce
date added to LUP
2025-01-10 10:27:17
date last changed
2025-04-04 14:32:42
@article{a582647f-b218-4989-9ed0-ca55270c0cce,
  abstract     = {{This study examines teachers’ use of evidence-based language learn­ing techniques in the classroom and possible impact on student ­engagement. Video recordings of nine primary school teachers conducting interactive book reading with their students were analyzed both according to the Communication Supporting Classroom Obser­vation Tool-Language Learning Interactions (CSCOT-LLI) and descriptively. Quantitative results were mostly in line with prior CSCOT studies, where commonly observed behaviors included asking open-ended questions and using symbols to reinforce language. Descriptively, behaviors did not always represent positive language learning interactions, but teachers with higher CSCOT-LLI scores were perceived to have more engaged students.}},
  author       = {{Carlie, Johanna and Sahlén, Birgitta and Waechter, Sebastian and Gulz, Agneta and Johansson, Roger and Brännström, Jonas and Andersson, Ketty}},
  issn         = {{0950-0782}},
  language     = {{eng}},
  month        = {{01}},
  publisher    = {{Taylor & Francis}},
  series       = {{Language & Education}},
  title        = {{An exploratory study of teachers’ supportive communication during interactive book reading in the classroom}},
  url          = {{http://dx.doi.org/10.1080/09500782.2024.2447262}},
  doi          = {{10.1080/09500782.2024.2447262}},
  year         = {{2025}},
}