Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities
Journal article
Hu, Jiangbo, Torr, Jane, Degotardi, Sheila and Han, Feifei. (2019). Educators’ use of commanding language to direct infants’ behaviour : Relationship to educators’ qualifications and implications for language learning opportunities. Early Years. 39(2), pp. 190-204. https://doi.org/10.1080/09575146.2017.1368008
Authors | Hu, Jiangbo, Torr, Jane, Degotardi, Sheila and Han, Feifei |
---|---|
Abstract | This study investigated the manner in which 56 infant educators used language to direct the behaviour of infants (defined as children aged birth to two years), on the basis that the ways in which educators frame their commands represent an important component of young children’s learning experiences. Underpinned by systemic functional linguistic theory, the study analysed the frequency and type of command produced by educators with university, diploma and certificate qualifications. Suggestive and indirect commands convey a sense of negotiation, as if the addressees’ subjective opinions and thoughts are considered, while nonsuggestive and direct commands foreground the speakers’ power and authority. The findings demonstrate that commands feature frequently in educators’ talk to infants, with nonsuggestive and direct commands being most commonly used. Individual differences were related to the qualifications of staff. University-qualified early childhood teachers used significantly fewer nonsuggestive and direct commands than did diploma and certificate-qualified educators, and they were more likely to provide infants with a reason for the command. These findings have implications for the way in which learning opportunities are created by the language that educators use, and for the overall quality of infant early childhood programmes. |
Keywords | infants; childcare; language; commands; teacher qualifications |
Year | 2019 |
Journal | Early Years |
Journal citation | 39 (2), pp. 190-204 |
Publisher | Routledge |
ISSN | 0957-5146 |
Digital Object Identifier (DOI) | https://doi.org/10.1080/09575146.2017.1368008 |
Scopus EID | 2-s2.0-85028572265 |
Open access | Published as green open access |
Research or scholarly | Research |
Page range | 190-204 |
Funder | Australian Research Council (ARC) |
Author's accepted manuscript | License File Access Level Open |
Publisher's version | License All rights reserved File Access Level Controlled |
Output status | Published |
Publication dates | |
Online | 24 Aug 2017 |
Publication process dates | |
Accepted | 13 Aug 2017 |
Deposited | 02 Aug 2022 |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP140101238 |
https://acuresearchbank.acu.edu.au/item/8y0vq/educators-use-of-commanding-language-to-direct-infants-behaviour-relationship-to-educators-qualifications-and-implications-for-language-learning-opportunities
Download files
Author's accepted manuscript
AM_Hu_2019_Educators_use_of_commanding_language_to.pdf | |
License: CC BY-NC-ND 4.0 | |
File access level: Open |
Restricted files
Publisher's version
82
total views72
total downloads0
views this month0
downloads this month