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Extra info for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)
In S. Ervin-Tripp & O. Mitchell-Kernan (eds), Child discourse. New York: Academic Press. Cook-Gumperz, J. & Gumperz, J. J. in press, From oral to written culture: The transition to literacy. In M. F. ), Variation in writing. New York: Erlbaum Associates. Edelsky, C. Proficiency in controlling texts used in real environment (PICTURE). A language deficit theory for the Eighties: CALP, BICS and semi-lingualism. Unpublished manuscript, Arizona State Elementary Education Department. Erickson, F. 1975, Gatekeeping and the melting pot: Interaction in counseling interview.
They determined the degree to which the interactants mutually established and maintained topics of conversation and also noted the degree to which the student elaborated on various topics during the conversation. Samples showing contexts during which rich samples of student conversational discourse were elicited, were compared with samples exemplifying contexts where mutually arrived at topics of conversation were not developed and during which there was little or no student elaboration on topics.
4. Prosody. 5. Selection of Narrative Detail. Each of these will be discussed briefly, characterizing in a broad way the kinds of differences that were found. The importance of the combination of different strategies will then be considered, followed by an examination of their relevance to proficiency assessment. The discussion will conclude with < previous page page_17 next page > < previous page page_18 next page > Page 18 some comments and questions regarding the general nature of proficiency and the role of discourse analysis in helping researchers and educators to understand it.