Search results for: Oliveira Alandeom W.

The current study investigates how elementary teachers perceive and use engaging oral strategies. The findings reveal that a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives. However, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.