Interaction levels fostered during spanish language classes in elementary education students

Abstract

The purpose of the present study was to analyze types of interaction fostered by elementary school teachers during Spanish language classes. Nine groups of public elementary schools participated (three from third grade, three from fourth grade and three from sixth grade). In each group, classes were videotaped for approximately one hour. Samples of academic products from the students were obtained. Activities and interactive levels were recorded in each moment of the class. Based on Ribes & López taxonomy, 5 interactive levels characterized by increasing complexity and different generalization probabilities for the students were located. Results show that most teachers: a) organize reading and copying tasks which mainly foster interactions in which children merely repeat information (level 1); b) alternate questions which allow children to select sections of the lesson (level 3). Neglect for activities implying instrumental skills (level 2) and complex interaction involving discussion and analysis (levels 4 and 5) was observed. These results are compared with those from a previous study that analyzed interactions during natural science classes and are discussed in terms of students’ possibilities of generalizing and applying what they have learned.