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Sang Ho Han Kyongju University
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ABSTRACT The presenter investigated how English teachers in different settings provide comprehensible input to beginning learners of English. He observed and video- and audio-taped a bilingual kindergarten and bilingual elementary class in New York for 9 months. Both groups consisted of pupils who had recently immigrated from Korea to America with their parents. It was found that 1) avoidance, code-switching, and paralinguistic strategies were developed in earlier stages leading to reduction or paraphrasing strategies in later stages; 2) the kindergarten teacher used mother tongue clues, extralinguistic clues and simplified inputs along with repetition of utterances in earlier stages, and target language clues and scaffolding structures in later stages while the elementary school teacher relied too much upon the use of mother tongue clues all the time, delaying learners’ rate of acquisition; 3) English teachers should give comprehensible inputs in 'here and now' situations by using teacher talks geared to the levels of pupils, especially in the beginning stages. PRESENTER
BIOGRAPHY
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