| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434282 |
| 005 | | 20200226143708 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085759571 |
| 035 | |
▼a (MiAaPQ)AAI22616785 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 300 |
| 100 | 1 |
▼a Farley, Shamel. |
| 245 | 10 |
▼a Identified Teaching Strategies of Academic Language in Foreground Programming. |
| 260 | |
▼a [S.l.]:
▼b Fordham University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 193 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-03, Section: A. |
| 500 | |
▼a Advisor: Ness, Molly. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Fordham University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 506 | |
▼a This item must not be added to any third party search indexes. |
| 520 | |
▼a This study investigated how creators utilize academic language in the form of Tier Two and Tier Three words in four foreground programs. Foreground programs are televised programs especially made for younger audiences. I analyzed the language presented in four shows recommended for preschool children: (1) WallyKazam, (2) Tumble Leaf, (3) Doc McStuffins, and (4) Peg Plus Cat. Data in the study was triangulated through the use of the following: (a) tally notes, (b) transcripts, and (c) annotated notes. The data revealed the complexities of language present in the programs. Data showed that the show's producers embed academic language in each episode. Target words were introduced and followed up through several repeated experiences in Tumble Leaf and WallyKazam. Other examples of Tier Two and Tier Three words were simply introduced through conversations in Doc McStuffins and Peg Plus Cat. Language in the programs showed significance, connections and sign systems of knowledge according to Gee's seven building tasks of discourse analysis. Based on my findings, the shows' producers relied heavily on introducing, restating the vocabulary and providing time for the characters to discuss the words' meaning through their conversations and actions. The findings of my study indicated that foreground programs provide preschoolers with various tiers of language repeatedly. |
| 590 | |
▼a School code: 0072. |
| 650 | 4 |
▼a Curriculum development. |
| 650 | 4 |
▼a Mass communications. |
| 690 | |
▼a 0727 |
| 690 | |
▼a 0708 |
| 710 | 20 |
▼a Fordham University.
▼b Division of Curriculum & Teaching. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-03A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0072 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493426
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |