Observations of teaching practices in kindergarten : towards a typology of activities stimulating child’s language
This article is based upon a linguistic analysis of verbal interactions between teacher and student(s) during activities aimed at developing spoken language. These interactions have been video-recorded for 5 consecutive months in several kindergarten classes. Thanks to the corpus, a transcript and a linguistic analysis were done to answer the following questions : To what extent activities set up by teachers are favorable to child (3-6 years) spoken language development ? What language competencies are developed through these specific activities ? Results have allowed the authors to identify skills covered by each activity and to emphasize interaction impact on language construction.