Peer tutoring in the primary classroom: A sociocultural interpretation of classroom interaction
Barnard, R. (2002). Peer tutoring in the primary classroom: A sociocultural interpretation of classroom interaction. New Zealand Journal of Educational Studies 37(1), 57-72.
Permanent Research Commons link: http://hdl.handle.net/10289/448
In this paper, data collected from interaction between pupils in a mainstream intermediate classroom are interpreted from a sociocultural perspective. Extracts of conversations between classmates illustrate ways in which some pupils can scaffold the learning of their classmates, and specifically those who come from non-English speaking backgrounds. Some implications arising from the interpreted data are discussed in terms of the pedagogical relationships that may occur spontaneously among pupils, of the value of peer tutoring to both parties, and of the possibility of negative outcomes arising from peer tutoring relationships.
New Zealand Council for Educational Research
This article is published in the New Zealand Journal of Educational Studies, at the NZARE website. Archived with the permission of the Editors, New Zealand Journal of Educational Studies.