CLA: Question 2

Plan:

• intro - talk about context, who are Tom and Tania and who is Nilem
• talk about how Nilem is a teaching assistant, implying she hasn't got too much experience in this role, she could even be a volunteer, could be why she does not prompt Tom or Tania she just corrects or repairs their miscues, they will not retain the knowledge.
• the English language has a defective orthography, 'boo tie'
• the pauses in Tania's reading implicate that the non-standard layout of the book confuses her, every time the text jumps to a picture she pauses. 
• picture with girl on knees implies the 'ple::ase' should be elongated (context cues)
• Tania gets frustrated about being corrected all the time 'OH ALL RIGHT THEN' again could imply lack of experience from Nilem
• conclusion

Nilem is only a teaching assistant, this could imply that she does not have the training or experience of a teacher, there is even a chance that Nilem could just be a volunteer for the class. It was made evident to me that Nilem may have a lack of experience helping children to read when she was not scaffolding them, she was just repairing Tom and Tania's miscues without prompting them. If Nilem were experienced she would know it is unlikely that either of the children would retain the knowledge if they are just getting it given to them. This goes against Bruner's theory that children learn through social interaction with adults. In text G at the end Nilem corrects Tania for the 4th time and Tania appears to become frustrated by putting emphasis on the line Nilem corrected for her again emphasizing that Nilem may lack experience in this field. 

Para from analysis:

Para from analysis:

I've decided to use these particular paragraphs as I feel these are the ones that need attending to most, I am not sure whether to include them or not.

There is a distinct language barrier for both managers, Jose Mourinho first language is Portuguese, he sometimes finds it quite hard to get his point across, David Moyes is from Scotland, he grew up there. For this reason he has a very strong Scottish accent, I find it more difficult to understand Moyes than I do Mourinho. Throughout the three videos I noticed a recognizable feature about the way Jose Mourinho finishes and starts his sentences.  Mourinho will always start his sentences the same way he finishes them. For example, if he finishes on the word ‘Chelsea’ he will begin his next sentence with the word ‘Chelsea’.           What could this mean, need help with reasoning. 

During press conferences most managers sit down, answer any question the media propose then leave after roughly 30-45 minutes. Managers sit down because it puts a barrier between themselves and the media, I observed Moyes do this on numerous occasions, he likes to sit down comfortably in his chair and answer the questions, Mourinho on the other hand stands up in his press conferences, he stands up to give himself personal power. A press conference is a face threatening act but Mourinho sees it as a place he can portray power over everyone in the room.  I determined that Mourinho stands up in attempt to be higher than everyone in the room, this way everyone in the room is looking up at him, this is an easy way to gain power in a press conference. 

Sorry the paragraphs are unfinished I am still making changes to my work

Reading schemes and children's television

Which reading schemes are commonly used in schools?

Primary schools have a range of reading schemes to choose from. The most popular include Oxford Reading Tree (ORT), Collins Big Cat and Rigby Star, but other schemes are also used, including Lighthouse, Storyworlds and New Reading 360. Some schools continue to use older series, such as Ginn and New Way. [1]

How do children learn from TV:

Children react very positively to inclusive television programmes like Dora the Explorer or Blue’s Clues. Whenever a character faces the camera and asks a question, children out there in TV land are usually answering it. Blue’s Clues has been credited with helping young children learn from the screen. Academic research has shown that viewers’ ages 3 to 5 score better on tests of problem solving than those who haven’t watched the show. Experiments conducted at Vanderbilt University, described in the May/June issue of Child Development, offer some hints about toddlers. They showed that 24-month-olds are more apt to use information relayed by video if they consider the person on the screen to be someone they can talk to. Without that, the children seemed unable to act on what they had seen and heard. The experiments compared two video experiences: One was based on a videotape. Watching it was similar to watching “Blue’s Clues”; the actor onscreen paused to simulate a conversation, but back-and-forth interaction with the viewer was impossible. A different group of children experienced two-way live video. It worked like a Web cam, with each side responding in real time. The test hinged on a hiding game. First the 2-year-olds watched the video — either the tape or the live version. The screen showed a person hiding a stuffed animal, Piglet, in a nearby room, often under a table or behind a couch. When the video ended, the children were asked to retrieve Piglet. Those who saw the recorded video had some trouble. They found him only 35% of the time. Children in the other group succeeded about 69% of the time, a rate similar to face-to-face interaction.[2]

Most kids plug into the world of television long before they enter school. According to the Kaiser Family Foundation (KFF):

• two-thirds of infants and toddlers watch a screen an average of 2 hours a day
• kids under age 6 watch an average of about 2 hours of screen media a day, primarily TV and videos or DVDs
• kids and teens 8 to 18 years spend nearly 4 hours a day in front of a TV screen and almost 2 additional hours on the computer (outside of schoolwork) and playing video games [3]]

Another article I found says that children do not learn from TV:

Some children had conversations with a person face to face, some used video chat such as Skype, and others watched a film of someone instructing another child who was off screen. In the study, published in the journal Research in Child Development, the children learned new words only when conversing with a person face to face or through live video chat. Learning researchers discovered that young children need to have real conversations with other people to develop language. They didn't learn the new words through the pre-recorded video instruction, which was not responsive to the child. Children who learned in the two environments that involved real-time social interaction even used the new words to label the actions when different people performed them, the researchers from the University of Washington, Temple University, and the University of Delaware found. [4]

---

[1] http://www.theschoolrun.com/school-reading-schemes-explained

[2] http://www.nytimes.com/2006/09/05/health/psychology/05tots.html?_r=0

[3] http://kidshealth.org/parent/positive/family/tv_affects_child.html

[4] http://www.dailymail.co.uk/news/article-2567056/Educational-television-shows-not-help-young-children-develop-language.html