This study aimed to examine verbal behaviors within communicative interactions at the teacher/classroom level among second-grade classrooms that differ in socioeconomic status (SES) backgrounds. Investigators recorded and examined language use across instructional periods for 38 second-grade classrooms. Teachers’ communication behaviors were examined based on recorded samples across the school day throughout the school year. The proportion of use of questions, directives, and statements was examined for potential differences between classrooms that differed in SES. There was a significant relation between the proportion of facilitative and directive language at the classroom-level and class-level SES. Classrooms with a high proportion of free/reduced lunch eligibility were associated with high proportions of directives by teachers during the school day. The current findings suggest that students in low SES classes may be at a disadvantage in their access to adult facilitative communicative behaviors in the classroom.

中文翻译：

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教师交际行为与班级社会经济地位的关系

本研究旨在检查社会经济地位 (SES) 背景不同的二年级教室在教师/教室层面的交流互动中的言语行为。调查人员记录并检查了 38 个二年级教室在教学期间的语言使用情况。根据整个学年全天上课的记录样本，对教师的沟通行为进行了检查。检查了问题、指令和陈述的使用比例，以了解 SES 不同的教室之间的潜在差异。课堂级和班级级 SES 中引导性语言和指导性语言的比例之间存在显着相关性。具有高比例免费/减价午餐资格的教室与教师在上学期间的高比例指令相关。目前的研究结果表明，低 SES 班级的学生可能在课堂上接触成人促进性交流行为方面处于劣势。