The present study aimed to analyze opportunities that are presented to kindergarten and first grade students to learn spontaneously words in science classes. Qualitative and quantitative analysis procedures were used. The results of this study showed that in science classes teachers observed at kindergarten and first grade of elementary school levels generated similar linguistic and discursive contexts during spontaneous teaching of unknown and unfamiliar words. If vocabulary is a powerful predictor of literacy, analyzing the opportunities that children have to learn words allows us to weigh the quality of teaching situations.
Keywords:
vocabulary, teaching, verbal interaction, kindergarten, elementary school
Author Biographies
Alejandra Menti, Universidad Nacional de Córdoba
Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET); Centro de Investigaciones de la Facultad de Lenguas; Universidad Nacional de Córdoba (UNC) (Argentina)
María Paula Dutari, Universidad Nacional de Córdoba
Centro de Investigaciones de la Facultad de Lenguas, Universidad Nacional de Córdoba (UNC) (Argentina)
Sebastián Carignano, Universidad Nacional de Córdoba
Centro de Investigaciones de la Facultad de Lenguas, Universidad Nacional de Córdoba (UNC) (Argentina)
Menti, A., Dutari, M. P., & Carignano, S. (2021). Interacting and teaching words in natural science classes. Lenguas Modernas, (56), pp. 85–104. Retrieved from https://lenguasmodernas.uchile.cl/index.php/LM/article/view/61512
