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Dreyer, Carisma. "Classroom discourse in ESL : an analysis / Carisma Dreyer." Thesis, Potchefstroom University for Christian Higher Education, 1990. http://hdl.handle.net/10394/1286.
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Gilmetdinova, Alsu Makhmutovna. "Reflexivity in conducting discourse analysis of code-switching in a classroom discourse the analysis of Tom Romano's 'Crafting authentic voice' /." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/gilmetdinova/GilmetdinovaA0510.pdf.
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This paper presents research that applies the properties of reflection (uniting theory, practical reasoning and personal experience) to a specific educational context, classroom discourse. Discourse analysis will be used as a tool to explain the existence of the variety of codes in the classroom setting: teaching code, behavioral code, student code, spoken and textual codes. This project also attempts to fill in the gap that currently exists in the scholarly discussion on teaching code-switching strategies in monolingual discursive situations. Review of literature situates the general topic in an historical context and critically analyzes the most relevant published research through summary, classification and comparison, and promotes reflexivity upon language choice in educational settings. Theoretical framework composed of the synthesis of findings in discourse analysis, ethnography of communication and critical language awareness focuses attention on classroom discourses, especially those pertaining to the analysis of written textbooks. Furthermore, the theory serves as a solid foundation for building awareness of how language functions in written texts, and it has the potential to make teachers and students more aware of the effects of code-switching techniques in a text. The third chapter applies this theoretical framework to the textbook 'Crafting Authentic Voices' by Tom Romano. This theory and its application has a potential to make contributions to the development of curriculum, pedagogy, instructional planning in the English Language Arts classrooms.
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Temple, Codruta. "Teaching and learning mathematical discourse in a Romanian classroom : a critical discourse analysis." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.
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Lahlali, El Mustapha. "Morroccan classroom discourse and critical discourse analysis : the impact of social and cultural practice." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/451/.
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The aim of this study is to display the important contribution which a critical analysis makes to our understanding of students/teachers relationship through the analysis of their discursive practices. The work focuses specifically on interaction within Moroccan classrooms at the secondary school level, involving students aged between 12-14 years old. The data source consists of transcripts of audio-recordings of classroom lessons in which both teachers and students are engaged in the interaction, which is supplemented by interviews with teachers. In order to examine power relations between teachers and students, this research presents a detailed analysis of the linguistic features used by teachers. Such discourse features are IRF patterns, modality, politeness, Q/A and interruption. Although the analysis of the discoursal features of such interactions is of interest, it alone does not explain the nature of the relationship between pupils/ teachers. For this to be achieved, one may go further to conduct a structured interview analysis to explain such relations and establish a dialectic relationship between institutional practice and social practice (Fairclough 1992b). The effects which are traceable in the discourse of participants are not only related to the teacher/student relationship but also reflect the social order of which the educational institution is a part. The social order has impact on the educational institution which in turn affects the student/teacher relationship. This relationship in turn confirms the social order (Candlin 1997). The research provides a detailed analysis of the discursive practice and describes specific ways in which teachers dominate students' interaction. It traces teachers' control and dominance of the classroom practices to the overwhelming social beliefs of the participants. It concludes that specific social practices on the part of students and teachers produce particular discourse practices in the classroom. These discourse practices hinder the ongoing interaction. Both students' and teachers', assumptions and social beliefs of the classroom practices contribute to creating an atmosphere of control and dominance in the classroom. This research provides suggestions to overcome this crisis. It believes that a change in the classroom practice requires a change in the social practice and vice versa.
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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse: a study of teacher discourse in the adult ESL classroom." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2122.
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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Doray, Michele Brigitte Antoinette. "Gender differentiated discourse : a study of teacher discourse in the adult ESL classroom /." Curtin University of Technology, Department of Language and Intercultural Education, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16608.
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The purpose of this study was to investigate similarities and differences in the classroom discourse of male and female ESL teachers in the academic stream of one Western Australian tertiary institutions ELICOS program. Language and gender research generally suggests that males and females have different and quite distinctive communicative styles. This study attempts to examine if this finding is also manifested in male and female teachers discourse in adult ESL classrooms in the three main aspects of classroom interaction; giving explicit instructions, asking questions and providing verbal feedback, using Sinclair & Coulthards (1975) IRF framework. A sample of six teachers, three males and three females were observed through a process of non-participant observation and their lessons video-recorded in the naturalistic situation of the classroom in order to make a comparative analysis of their discourse.Teacher discourse in the three aspects of classroom interaction, namely, instructions, questioning and feedback, was examined with the purpose of exploring gender differences and similarities so that the reasons and implications for the manifestation of such similarities and differences can be further investigated. Conclusions were then made about the influence of traditional masculine and feminine speech styles on the discourse choices of the teachers.The discourse analysis found that more similarities than differences existed in the teachers classroom discourse supporting the notion that the choice of discourse features is dependent firstly on the context and secondly on the role of the interactants vis-à-vis each other in the community of practice. Although some differences emerged, the teachers in this study generally adopted a facilitative, cooperative speech style in their classroom discourse.
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Chan, Sui Ping. "Organization of teacher/pupil discourse in a communicative language classroom." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/25.
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Haugh, Brian. "Collaborative modelling : an analysis of modes of pupil talk." Thesis, University of Ulster, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263247.
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Duncan, Deborah S. "Children's discourse in the margins of classroom instruction influences on literacy learning /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338856751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Stone, Paul David. "An investigation into multimodal identity construction in the EFL classroom : a social and cultural viewpoint." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31208.
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In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.
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Maziani, Anastasia. "Classroom Discourse and Aspects of Conversation Analysis : A qualitative study on student-to-student interaction during group discussion in EFL classrooms." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45089.
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This study aimed to analyse organised interaction and assigned discussions occurring between students in EFL classrooms. It was conducted in order to identify the value-added in terms of learning by using discussion groups. Secondly, this study aimed to analyse how the contribution of models and approaches from pragmatics and discourse analysis can explain what is occurring during such conversations. Lastly, the structural and linguistic similarities and differences between teacher-to-student and student-to-student talk were also discussed. These questions were answered by examining four groups enrolled in English 6 in an upper secondary school located in the south part of Sweden. The qualitative data was collected through recordings from the students' discussions when they participated in a group speaking task as a part of the module of surveillance. The analysis of the data was conducted with the help of some of the aspects of conversation analysis. The results showed that not all of the participants in the group discussions sufficiently benefitted from the speaking task since, in most of the group, the need for the teacher's support was crucial in order for the students to use the target language and develop their speaking skills. In terms of the Speech Act Theory, the illocutionary acts identified in the conversations between students were that of the directive and assertive illocutionary acts used to pass the speaking turn to the other participants or to demonstrate agreement with the views of the previous turn. The conversational exchange was initiated by an opening framing move, followed by a response, but lacked follow-up moves in the form of feedback. Finally, there were some similarities and differences between teacher-to-student and student-to-student talk. The results showed that even if some of the students appeared to adapt to the role of the facilitator, they were not able to do so due to lack of knowledge to sufficiently support all the participants in order to be more active during the conversations and use the target language during the speaking task.
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Contreras, Omel Angel. "How a Master Teacher Uses Questioning Within a Mathematical Discourse Community." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/789.
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Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.
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Sauntson, Helen Victoria. "Girls, boys and discourse performances : pupil interaction and constructions of gender in the key stage 3 technology classroom." Thesis, University of Birmingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364520.
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This thesis explores some ways in which language can be employed as a tool for crosscurricular learning in Key Stage 3 (KS3) education. An examination of how linguistic interaction is employed by pupils as a means of facilitating their attainment of curriculaspecific learning objectives provides a case study for exemplifying how language can be used effectively across disciplines in secondary education. Within the context of exploring pupils' interaction in the subject of Technology, this thesis explores some gender differences in interaction and the potential effects that such differences can have upon gender-differentiated attainment levels in KS3 Technology. The data obtained for the thesis comprises transcripts of small group pupil-pupil discussion taken from KS3 Technology lessons. The conversations of the groups were recorded, transcribed and then analysed using a revised version of Francis and Hunston's (1992) system of discourse analysis. Gender differences in the types of discourse strategies employed by the participants were identified and evaluated in terms of how effectively they function to facilitate the successful attainment of specific learning objectives. The conclusions drawn from the findings of the research are that the discourse collectively produced by the girls in the study tends to be more effective in facilitating the attainment of learning objectives than that which is produced by the boys. This may, in part, provide one possible explanation as to why the girls in the study achieve higher attainment levels in KS3 Technology than the boys.
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Petkova, Mariana M. "Classroom discourse and Teacher talk influences on English language learner students' mathematics experiences." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002912.
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Smith, Kevin Grant. "The role of story telling in a police probationer training classroom." Thesis, n.p, 1999. http://ethos.bl.uk/.
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O'Regan, John Paul. "The text as a critical object : on theorising exegetic procedure in classroom-based critical discourse analysis." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10006668/.
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Thoms, Joshua J. "Teacher-initiated talk and student oral discourse in a second language literature classroom : a sociocultural analysis." Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/4555.
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Seedhouse, Paul. "Learning talk a study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective /." Thesis, Online version, 1996. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.321671.
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Steele, Mariah L. "Talking back: a qualitative study of reflective writing in a first-year college composition classroom." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5998.
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Though scholars have discussed how reflective writing can benefit students in college-level writing classes, little research has focused on students’ perceptions of this kind of writing. This study examines the curriculum of a particular first-year writing course, as well as student reflective writing that was created for the class. Research questions focus on how students used reflective writing to articulate their understandings of audience and academic discourse, two curricular concerns that tend to be prevalent in first-year writing courses. To answer these questions, I studied examples of student reflective essays, conducted interviews with eight students, and maintained researcher field notes. I analyzed this data using discourse analysis to understand how the institution constructed itself, students, and me. I also explored how students used language to engage in particular building tasks associated with writing for particular audiences and engaging in particular academic discourses. My findings suggest that students perceive that reflective writing can lead to opportunities for expanded dialogues between students and teachers, and can facilitate student learning of academic discourse.
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Tsai, Hsiao-Feng. "Classroom Discourse and Reading Comprehension in Bilingual Settings: A Case Study of Collaborative Reasoning in a Chinese Heritage Language Learners’ Classroom." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045818.
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Dodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Luk, Jasmine Ching Man. "Cross-cultural contacts : a sociocultural analysis of classroom discourse of native English teachers and Hong Kong students." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418859.
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Du, Yi. "Analysis of four Chinese EFL classrooms : the use of L1 and L2." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9905.
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Although there have been a large number of studies on the use of L1 and L2, there seem to be few on L1 use in Chinese university EFL classrooms, especially investigating the language use of those who teach English to students at different proficiency levels or teach different types of English courses. This thesis aims to analyze four Chinese EFL teachers’ actual use of L1 and L2, to understand their attitudes and beliefs regarding this issue, and their own perceptions of and reasons for their language use, and to explore possible influencing factors. The reading-and-writing lessons and the listening-and-speaking lessons of these four teachers, who were teaching non-English major students at four different levels, were observed and recorded. All the observed lessons were subjected to quantitative analysis with the aim of providing a clear picture of the distribution of their L1 and L2 use. Some episodes selected from these lessons were subjected to further detailed analysis, in order to provide an account of the circumstances, functions, and grammatical patterns of their language use, as well as their language use across different frames of classroom discourse. The teachers were interviewed subsequently about their general beliefs on the use of L1 in L2 teaching and learning. Separately, in a stimulated recall interview, they were invited to provide comments specifically on their language use in the selected episodes that were replayed to them. The quantitative findings show that the amount of the teachers’ L1 use was not necessarily closely related to their students’ English proficiency levels, although the teacher of the students at the lowest level used the highest amount of Chinese in her lessons. However, a noteworthy finding was that all four teachers used more Chinese in the reading-and-writing lessons than in the listening-and-speaking lessons, although with substantial individual variation. The qualitative analysis of classroom data indicates that these teachers switched often at unit boundaries, but rarely at clause boundaries. They also switched frequently within units, especially within noun phrases, and the ‘Chinese determiner + English noun’ pattern is the main one they had in common. Furthermore, the teachers used Chinese as the matrix language in their mixed utterances in most cases, and these mixed utterances nearly always fitted Myers-Scotton’s Morpheme Order principle and System Morpheme principle. The teachers were also found to use Chinese in a variety of circumstances, such as talking about lesson plans or examinations, dealing with exercises, analyzing text, teaching vocabulary, checking the students’ comprehension or retention, giving the students advice on learning, telling anecdotes and assigning homework. The functions for which they used Chinese could be divided into four main categories: facilitating developing lesson content; supporting students and carrying out classroom management; delivering information related to teaching agenda or examinations; and facilitating communication beyond language learning and teaching. The most frequent function common to all four teachers was translation. Furthermore, the study used four different ‘frames’ to analyze classroom discourse, and found that the teachers used the L1 with varying frequency across these frames. Moreover, although all four teachers believed that using the L1 was beneficial to L2 learning, their attitudes towards the medium of instruction were different. While two advocated using the L1, the other two expressed a preference for speaking English-only and perceived their L1 use as a compromise or an expedient. The teachers reported many reasons for their L1 use. The factors that affected their language use consisted of both immediate classroom factors, such as functions of utterances, students’ language use, students’ perceived mood, students’ background knowledge, the difficulty of lesson content, time limitations, teachers’ awareness of their own L1 use, and teachers’ state of mind at a particular moment in a lesson, and relatively static factors, such as the university policy, students’ L2 abilities, teaching objectives, teachers’ beliefs regarding L1 use, and teachers’ L2 abilities. Through its detailed analysis of the teachers’ language use, as well as their relevant beliefs and decision-making, this thesis hopes to make a contribution to L2 teachers’ professional development and L2 teaching, especially in helping to establish a pedagogically principled approach to L1 and L2 use.
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Walts, Richard Lee. "Imagine There Are No Boundaries: A Philosophical and Critical Discourse Analysis of Empire, Truth, Uncertainty, and the Writing Classroom." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1177077012.
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Lee, Joseph J. "A Genre Analysis of Second Language Classroom Discourse: Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/15.
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The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons.
The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.
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Ivers, Peter James. "From the cathedral to the classroom : the emergence of new discourses on religious education." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33234/1/Peter_Ivers_Thesis.pdf.
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In 2009, Religious Education is a designated key learning area in Catholic schools in the Archdiocese of Brisbane and, indeed, across Australia. Over the years, though, different conceptualisations of the nature and purpose of religious education have led to the construction of different approaches to the classroom teaching of religion. By investigating the development of religious education policy in the Archdiocese of Brisbane from 1984 to 2003, the study seeks to trace the emergence of new discourses on religious education. The study understands religious education to refer to a lifelong process that occurs through a variety of forms (Moran, 1989). In Catholic schools, it refers both to co-curricula activities, such as retreats and school liturgies, and the classroom teaching of religion. It is the policy framework for the classroom teaching of religion that this study explores.
The research was undertaken using a policy case study approach to gain a detailed understanding of how new conceptualisations of religious education emerged at a particular site of policy production, in this case, the Archdiocese of Brisbane. The study draws upon Yeatman’s (1998) description of policy as occurring “when social actors think about what they are doing and why in relation to different and alternative possible futures” (p. 19) and views policy as consisting of more than texts themselves. Policy texts result from struggles over meaning (Taylor, 2004) in which specific discourses are mobilised to support particular views. The study has a particular interest in the analysis of Brisbane religious education policy texts, the discursive practices that surrounded them, and the contexts in which they arose. Policy texts are conceptualised in the study as representing “temporary settlements” (Gale, 1999). Such settlements are asymmetrical, temporary and dependent on context: asymmetrical in that dominant actors are favoured; temporary because dominant actors are always under challenge by other actors in the policy arena; and context - dependent because new situations require new settlements.
To investigate the official policy documents, the study used Critical Discourse Analysis (hereafter referred to as CDA) as a research tool that affords the opportunity for researchers to map and chart the emergence of new discourses within the policy arena. As developed by Fairclough (2001), CDA is a three-dimensional application of critical analysis to language. In the Brisbane religious education arena, policy texts formed a genre chain (Fairclough, 2004; Taylor, 2004) which was a focus of the study. There are two features of texts that form genre chains: texts are systematically linked to one another; and, systematic relations of recontextualisation exist between the texts. Fairclough’s (2005) concepts of “imaginary space” and “frameworks for action” (p. 65) within the policy arena were applied to the Brisbane policy arena to investigate the relationship between policy statements and subsequent guidelines documents.
Five key findings emerged from the study. First, application of CDA to policy documents revealed that a fundamental reconceptualisation of the nature and purpose of classroom religious education in Catholic schools occurred in the Brisbane policy arena over the last twenty-five years. Second, a disjuncture existed between catechetical discourses that continued to shape religious education policy statements, and educational discourses that increasingly shaped guidelines documents. Third, recontextualisation between policy documents was evident and dependent on the particular context in which religious education occurred. Fourth, at subsequent links in the chain, actors created their own “imaginary space”, thereby altering orders of discourse within the policy arena, with different actors being either foregrounded or marginalised. Fifth, intertextuality was more evident in the later links in the genre chain (i.e. 1994 policy statement and 1997 guidelines document) than in earlier documents.
On the basis of the findings of the study, six recommendations are made. First, the institutional Church should carefully consider the contribution that the Catholic school can make to the overall pastoral mission of the diocese in twenty-first century Australia. Second, policymakers should articulate a nuanced understanding of the relationship between catechesis and education with regard to the religion classroom. Third, there should be greater awareness of the connections among policies relating to Catholic schools – especially the connection between enrolment policy and religious education policy. Fourth, there should be greater consistency between policy documents. Fifth, policy documents should be helpful for those to whom they are directed (i.e. Catholic schools, teachers). Sixth, “imaginary space” (Fairclough, 2005) in policy documents needs to be constructed in a way that allows for multiple “frameworks for action” (Fairclough, 2005) through recontextualisation.
The findings of this study are significant in a number of ways. For religious educators, the study highlights the need to develop a shared understanding of the nature and purpose of classroom religious education. It argues that this understanding must take into account the multifaith nature of Australian society and the changing social composition of Catholic schools themselves. Greater recognition should be given to the contribution that religious studies courses such as Study of Religion make to the overall religious development of a person. In view of the social composition of Catholic schools, there is also an issue of ecclesiological significance concerning the conceptualisation of the relationship between the institutional Catholic Church and Catholic schools. Finally, the study is of significance because of its application of CDA to religious education policy documents. Use of CDA reveals the foregrounding, marginalising, or excluding of various actors in the policy arena.
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Hennessy, Robin Marie. "Real Talk: A Teacher Researches Language, Literacy and Diversity in an Urban High School Classroom." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2166.
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Thesis advisor: Curt Dudley-MarlingThis project was my attempt to rewrite the discourse of schooling within the context of my own classroom to transform it into a dialogic, multilingual, multi-literacy and critical literacy site that offered students opportunities for rigorous and relevant intellectual work. The purpose of this study was to deepen my understanding of the teaching and learning of language and literacies in diverse urban schools so that I might enhance my practice and contribute to the knowledge-base in the field. To that end, I asked: what happens when I broaden what counts as academic discourse and academic texts? Engaging in practitioner inquiry, I studied the discursive space of my ninth grade literacy class in the urban public school where I teach. Throughout the 2008-09 academic year, I collected data in the form of audio-recordings of class discussions and student interviews, student work and a teacher journal. Using critical discourse analysis, I analyzed the discursive space and situated those findings across local, institutional and societal domains. My analysis of the data suggests that urban schools need not rely on scripted and low-expectations curricula that limit ways with words in academic contexts. Instead, I argue that a student-centered and dialogic pedagogy, which centers students not only in classroom discourse, but also in the curriculum by including texts and instructional practices relevant to their lives beyond the school walls, creates a context for student engagement in rigorous intellectual work. To that end, teachers need not devalue particular literacies or ways with words as inappropriate for classroom discourse, but should instead draw on students' funds of knowledge as legitimate resources for learning
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Guo, Xunying. "(Un)Problematic Teacher Talk and Local Language (LL) Use: A Discourse Semantic Analysis of an EFL Review Lesson." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20096.
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Informed by systemic functional linguistics (SFL), genre and register theory (Martin & Rose, 2008) in particular, this thesis aims to explore the nature of teacher talk in the case of an award-winning English review lesson for Year 1 students in Shenzhen, China. Drawing on Rose’s (2014) discourse semantic analytical framework, this thesis reveals the classroom discourse patterns and the use of local language (LL) (i.e. Mandarin) in terms of the pedagogic activities, relations and modalities. Findings showed both effectiveness and challenges that the teacher had when she controlled the linguistic resources (i.e. pedagogic metalanguages) of these three dimensions. The effectiveness is evident in the inclusive patterns of teacher-student interactive roles where both teacher and students take turns to play the initiating (dK1) roles, and the teacher’s use of multimodal resources (visual and verbal modes) for recalling students’ prior knowledge. However, little scaffolding or elaboration was provided in teacher talk around the learning tasks of review. LL was used mainly for regulative purposes rather than instructional ones. Considering that more than half of students’ answers were rejected in this lesson and repeated mistakes are made till the end of the lesson, teacher talk appears to fail in preparing all students towards independent control of language. Findings highlight the importance of raising the teacher’s awareness in planning explicit scaffolding teacher talk in the review lesson genre, and maintaining and expanding the meaning-making potential of LL for more instructional purposes (Mahboob & Lin, 2016, 2018). Further practitioner research is recommended to examine such pedagogical practice.
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Yahsi, Zekiye. "The Village School and Village Life: An Ethnographic Study of Early Childhood Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308330569.
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Stanfield, Peter William. "An exploration of place-based TESOL." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/4185.
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The purpose of this study is to explore the assumption that classrooms are the most appropriate places for the Teaching of English as a Second or Other Language (TESOL) to adult learners in contemporary global society. It considers the success of postmodern general education curricula that systematically dissolve the boundaries between the classroom and the community and seeks to show why such a place-based approach might be particularly useful in transforming TESOL curricula which for the most part overlook informal learning. This study offers 15 successful non-mother tongue English users the opportunity to reflect on their language learning in two separate open-ended interviews. Subsequently, it analyses the range and properties of the places of their acquisition as they emerge from the interview data. The study finds that the classroom is an insufficient place because its social relations necessarily limit learner agency and generally render it ineffective for ESOL acquisition. This suggests the need to transform TESOL into a practice from within which quite new places of learning with more equal social relations emerge where English language can be effectively acquired. This study recommends that English language learners and teachers collaboratively negotiate opportunities for participation in real-world English speaking communities of practice in order to acquire language rapidly and thoroughly. It suggests that this might be achieved by transforming tertiary level English classrooms into laboratories for critical reflection where students are encouraged to discuss problems of significance to them and subsequently deliver real world solutions to the local community. This exploration of place-based TESOL employs Critical Discourse Analysis as its methodology and is situated within the critical paradigm of language education research.
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Hillman, Daniel Charles Alexander. "Improving coding and data management for discourse analysis : a case study in face-to-face and computer-mediated classroom interaction." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284988.
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Ahmadibasir, Mohammad. "The application of language-game theory to the analysis of science learning: developing an interpretive classroom-level learning framework." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1195.
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In this study an interpretive learning framework that aims to measure learning on the classroom level is introduced. In order to develop and evaluate the value of the framework, a theoretical/empirical study is designed. The researcher attempted to illustrate how the proposed framework provides insights on the problem of classroom-level learning. The framework is developed by construction of connections between the current literature on science learning and Wittgenstein's language-game theory. In this framework learning is defined as change of classroom language-game or discourse. In the proposed framework, learning is measured by analysis of classroom discourse. The empirical explanation power of the framework is evaluated by applying the framework in the analysis of learning in a fifth-grade science classroom. The researcher attempted to analyze how students' colloquial discourse changed to a discourse that bears more resemblance to science discourse. The results of the empirical part of the investigation are presented in three parts: first, the gap between what students did and what they were supposed to do was reported. The gap showed that students during the classroom inquiry wanted to do simple comparisons by direct observation, while they were supposed to do tool-assisted observation and procedural manipulation for a complete comparison. Second, it was illustrated that the first attempt to connect the colloquial to science discourse was done by what was immediately intelligible for students and then the teacher negotiated with students in order to help them to connect the old to the new language-game more purposefully. The researcher suggested that these two events in the science classroom are critical in discourse change. Third, it was illustrated that through the academic year, the way that students did the act of comparison was improved and by the end of the year more accurate causal inferences were observable in classroom communication. At the end of the study, the researcher illustrates that the application of the proposed framework resulted in an improved version of the framework. The improved version of the proposed framework is more connected to the topic of science learning, and is able to measure the change of discourse in higher resolution.
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English, Joel Alexander. "Assessing the synchronous online classroom : methodologies and findings in real-time virtual learning environments." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137523.
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In "Technology and Literacy: A Story about the Perils of Not Paying Attention," Cynthia Selfe charges the field of composition not to simply consider technology a tool, but to "pay attention" to the rhetorical and social implications of those tools. In one sense, paying critical attention to technological literacies echoes the decade-old call for Computers and Writing practitioners to use research as a means of assessing online activities, suggesting that teachers not remain satisfied with the unreflective excitement that has been the operative epistemology of the field from its beginning. In another sense, Selfe's recent call enlists teachers and students in reflective and evaluative class discussion and writing on the technological literacy tools they are learning to use.This dissertation responds to both of these implications as it studies a semester of first-year college composition students within a synchronous online classroom environment. The question that guides my study is, in its most basic form, what happens during synchronous online writing conferences? And to speak to that question, I design an ethnographic context-sensitive text analysis employing grounded theory for data coding, a methodological model adaptable for future research in synchronous online classroom activity. I focus on three issues that have continually arisen in the scholarship surrounding synchronous conferencing: aspects of online language, the implications of the environment within object-oriented MUDs (MOOs), and the use of social constructionism as a theoretical foundation for synchronous conferencing.With the findings from my study, I conclude the dissertation by offering pedagogical suggestions to teachers and students for critically assessing synchronous online discourse. My articulation of assessment mandates that students and teachers engage in it together, collaboratively reflecting on what happens online and learning about synchronous online discourse-a significant ingredient in contemporary literacy.Department of English
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Leiber, I. (Inkeri). "Ex cathedra: instituutio puhuu:saarnan ja opetuspuheen interpersoonaisia piirteitä." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514272072.
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Abstract My aim is to explore how interaction is constructed in sermon discourse and lesson discourse, and what interactional roles emerge. Institutional speech is information-centred, but communication never aims merely to transmit information. Rather, it is a complex linguistic relationship affected by the societal and social context. The main theories of this study stem from systemic-functional grammar and critical discourse analysis. The research questions deal with reference to person, modification of the degree of certainty, naming, asking, ordering and politeness strategies. The data consisted of ten sermons and ten lessons. The approach of constructional discourse analysis was applied, but I used methods of conversation analysis, semantics, literary research and rhetoric and dialogue. The cleric and the teacher are speakers ex cathedra. Institutional discourse involves asymmetric power relations between the participants. In the tradition of the church, the sermon remains the cleric's address. In vocational education, the teacher is free to choose his or her methods. Presentation by the teacher is still the most popular method. The cleric tries in a sermon and the teacher in classroom speech to establish contacts with their listeners by using interactional strategies. The interpersonal features used differ in quality and quantity. Based on this I distinguished interactional types of action in sermon discourse and lesson discourse. Sermon discourse was here classified into five types of interpersonal action: matter-centred, narrative, declarative and directive monologue and dialogic sermon. Lesson discourse involved four types of interpersonal action: lecture monologue, directive monologue, lecture dialogue and instructional dialogue. The cleric and the teacher act in the institutional roles of a transmitter of information, an advisor, an orderer and a sharer of experiences. Both use different politeness strategies to reduce the interpersonal asymmetry brought about by their institutional status. The tradition of the cleric's address will not have an opportunity to change unless the listener is allowed to participate. The teacher has the power to change the discourse practice in the classroom, but the individual-centred school culture seems to bind the teacher to a teacher-centred learning model. The institution speaks, the listener keeps silent. The need for change must be recognized by the community before interaction can be revived in practice. The change may also be initiated by the listeners: is it possible at all to get into heaven or to get a job by the methods of the institution?Tiivistelmä Nopeiden sosiaalisten ja teknologisten muutosten takia yhteiskunnan perinteiset toimintatavat joutuvat kriittiseen tarkasteluun. Tässä tutkimuksessa kohteena on kirkon ja koulun vuorovaikutus. Tarkoitukseni on selvittää, miten vuorovaikutus ilmenee saarna- ja opetusdiskurssissa ja mitä vuorovaikutusrooleja syntyy. Saarna ja oppitunti kuuluvat osana kirkon ja koulun diskurssikäytäntöön. Papin ja opettajan koulutus ja työ ovat yhteiskunnan säätelemiä. Institutionaalisessa puheessa sanoma on keskeinen, mutta ihmisten välinen viestintä ei ole vain tiedon välittämistä, vaan se on monimuotoinen kielellinen yhteys, johon vaikuttaa koko laaja sosietaalinen ja sosiaalinen konteksti. Tutkimukseni pääteoriat ovat peräisin systeemis-funktionaalisesta kieliopista ja kriittisestä diskurssianalyysista. Tutkimuskysymykset käsittelevät henkilöviittauksia, lausumien varmuusasteen modifiointia, nimeämistä, kysymistä, käskemistä ja kohteliaisuuskeinoja. Aineistoni koostuu kymmenestä saarnasta ja kymmenestä ammatillisen opetuksen oppitunnista, jotka on videoitu autenttisissa tilanteissa. Tarkastelutapa on konstruktionistinen diskurssianalyysi. Lisäksi olen hyödyntänyt menetelmiä keskustelunanalyysista, semantiikasta, kirjallisuustieteestä sekä retoriikan ja dialogin tutkimuksesta. Pappi ja opettaja ovat ex cathedra -puhujia. Kirkon traditiossa saarna on säilynyt papin puheenvuorona. Ammatillisessa opetuksessa opettaja voi valita opettaja- tai opiskelijakeskeisen menetelmän. Pappi ja opettaja pyrkivät kontaktiin kuulijan kanssa erilaisilla vuorovaikutuskeinoilla. Interpersoonaisten piirteiden käyttö vaihtelee saarnassa ja opetuspuheessa laadultaan ja määrältään. Tämän perusteella erotan saarna- ja opetusdiskurssista vuorovaikutuksellisia toimintatyyppejä. Tyypittelyn tarkoitus on havainnollistaa puhujan ja kuulijan vuorovaikutussuhdetta sekä osoittaa, että erilainen toimintatyyppi rakentaa erilaisia vuorovaikutusrooleja. Saarnadiskurssissa erottuu viisi toimintatyyppiä: asiakeskeinen, kertova, julistava ja kehottava monologi sekä saarnadialogi. Opetusdiskurssissa toimintatyyppejä on neljä: luentomonologi, ohjaileva monologi, luentodialogi ja opetusdialogi. Papin ja opettajan vuorovaikutusrooleja ovat muun muassa tiedon välittäjä, neuvon antaja, ohjailija ja kokemusten jakaja. Kuulijan vuorovaikutusrooleja ovat tiedon vastaanottaja, neuvon saaja, ohjeiden toteuttaja ja kokemukseen samastuja. Vuorovaikutus on saarnassa ja opetuspuheessa epäsymmetristä, minkä vuoksi pappi ja opettaja pyrkivät vähentämään institutionaalisen statuksen tuomaa vuorovaikutuksellista epätasapainoa erilaisilla kohteliaisuuskeinoilla. Saarnatraditio papin puheenvuorona ei tarjoa suurta mahdollisuutta vuorovaikutuskäytännön muutokseen, ellei toinen osapuoli saa osallistua. Opettaja voisi muuttaa luokkahuoneen diskurssikäytäntöä valitsemalla opiskelijakeskeisiä työtapoja, mutta yksilökeskeinen opettajakulttuuri näyttää sitovan opettajan omana kouluaikana opittuun malliin. Instituutio puhuu, kuulija vaikenee. Muutoksen tarpeen pitää lähteä yhteisöstä, jotta uudistuminen voisi toteutua. Diskurssikäytännön muuttamiseen voidaan joutua myös toisen osapuolen johtopäätöksistä: onko taivaspaikka tai työpaikka lainkaan instituution keinoilla saavutettavissa?
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Workman, Constance Bradamanda Josephine. "Analyzing Peer Discourse Patterns During Paired Discussions About Literature." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524166853085813.
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Nawaz, Shazia. "English language teachers' perceptions of academic integrity and classroom behaviour of culturally diverse adult English Language Learners (ELLs) in Canada : a critical perspective." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31176.
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The study is based in critical issues in the field of English Language Teaching (ELT) as second or additional language and informed by Critical Pedagogy (CP), the study uses thematic discourse analysis through critical analysis techniques. The main focus of this research is to explore the extent of intercultural understanding and perceptions of the English Language Teachers (ELTs) towards students in their culturally heterogeneous ELT classrooms about certain academic behaviours, namely plagiarism (Academic Integrity) and learners’ classroom participation and relationship of these academic tasks to the cultural orientation of English Language Learners (ELLs) in ELT classrooms in the Canadian context. Participating ELTs teach adult students of color and ethnic diversity in different English language teaching situations and come both from across Canada, at the macro level (Stage 1-survey questionnaire), and from Nova Scotia, at the micro level (Stage 2-focus group discussions). The thesis also demonstrates factors that may contribute to Canadian ELTs’ perceptions about the issue of understanding non-white and racially non-main stream ELLs. The thesis aims at bringing attention to the need for a collaboratively developed Professional Development (PD) training component focused on intercultural understanding from a critical perspective, for the ELTs in the Canadian context. It is expected that the findings will gain some traction among the ELT community, especially in the Canadian context and will contribute to highlighting the importance of understanding of cultural differences and inclusion of this understating in the continuous professional development of English language teachers.
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O'Connor, Brendan Harold. "Racial Identification, Knowledge, and the Politics of Everyday Life in an Arizona Science Classroom: A Linguistic Ethnography." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228119.
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This dissertation is a linguistic ethnography of a high school Astronomy/Oceanography classroom in southern Arizona, where an exceptionally promising, novice, white science teacher and mostly Mexican-American students confronted issues of identity and difference through interactions both related and unrelated to science learning. Through close analysis of video-recorded, naturally-occurring interaction and rich ethnographic description, the study documents how a teacher and students accomplished everyday classroom life, built caring relationships, and pursued scientific inquiry at a time and in a place where nationally- and locally-circulating discourses about immigration and race infused even routine interactions with tension and uncertainty. In their talk, students appropriated elements of racializing discourses, but also used language creatively to "speak back" to commonsense notions about Mexicanness. Careful examination of science-related interactions reveals the participants' negotiation of multiple, intersecting forms of citizenship (i.e., cultural and scientific citizenship) in the classroom, through multidirectional processes of language socialization in which students and the teacher regularly exchanged expert and novice roles. This study offers insight into the continuing relevance of racial, cultural, and linguistic identity to students' experiences of schooling, and sheds new light on classroom discourse, teacher-student relationships, and dimensions of citizenship in science learning, with important implications for teacher preparation and practice.
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Sivridou, Fotini. "Teaching literature to Greek adult learners : an integrated approach making use of reader response theory and discourse analysis for the English foreign language classroom." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006650/.
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The thesis is making use of a well-known literary theory and discourse analysis, so as to introduce literature to Greek adult learners of English as a foreign language who are preparing for the Cambridge Proficiency Examination in English as a Foreign Language. Chapter one introduces the thesis problem and the questions arising from it. Chapter two presents the learning situation in Greece at this advanced level and deals with linguistic theory and syllabus design. In chapter three, four of the most important literary theories are presented, including reader response theory, which is adopted here as the most appropriate mode in EFL teaching. Chapter four makes an attempt to integrate reader response theory and discourse analysis so as to present literary texts to Greek adult learners of English of an advanced level with the aim of emphasizing the advantages offered by such an integration. A literature course design is presented in chapter five, which, it is claimed, can be incorporated as a supplementary course in the general language syllabus; the texts introduced are approached from two main viewpoints, an analysis of their discourse and an emphasis on the reader, as advocated by reader response theory. Chapter six introduces a small-scale research based on the piece of curriculum development in the previous chapter, with 25 students from the University of Piraeus treated as 'focus students ', while in the next chapter the findings are discussed and placed against the background of the course design and the objectives identified. Such issues as external validity, reliability and extending the course are dealt with in the last chapter, where a discussion is held in the form of reflections about the findings. Finally, in the conclusion, proposals are made for the importance of including literature in the foreign language classroom and the approach that should be adopted.
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Meadows, Bryan Hall. "NATIONALISM AND LANGUAGE LEARNING AT THE US/MEXICO BORDER: AN ETHNOGRAPHICALLY-SENSITIVE CRITICAL DISCOURSE ANALYSIS OF THE REPRODUCTION OF NATION, POWER, AND PRIVILEGE IN AN ENGLISH LANGUAGE CLASSROOM." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194033.
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This study investigates how the relationship between nationalism and language learning is manifested in discourse at an English language classroom facilitated in Nogales Sonora along the Mexico/US border. Employing ethnographically-sensitive critical discourse analysis, this study contributes to the fields of English Language Teaching (ELT), Border Studies, and Nationalism Studies by introducing three analytical terms that provide a means to document the social construction of nation-states (termed herein as imagined national communities of practice). The three terms are (1) nationalist practices, which refers to social practice that presupposes nationalist principles, (2) nationalist border practices, which refers to discerning self/other along nationalist lines, and (3) nationalist standard practices, which refers to the articulation of nationalist standards of language and subjectivity. The students attending the class under analysis comprise a unique population in that they are adults who occupy positions of economic and social privilege in the Nogales Sonora community because of their management-level employment at maquila factories. Reflecting their status, the students are invested in nationalist practices of border and standard in order to align themselves with nation-state institutions and to distance themselves from cultural and linguistic liminality (e.g., Mexican-American, paisano, code-switching, and Spanglish) characteristic of border regions. The classroom under observation upheld nationalist borders and standards, with important consequences. First, nationalist notions of border led classroom participants to disavow the bilingual language use that was clearly necessary for successful classroom operations, despite an English immersion classroom policy. Second, nationalist practices established the local classroom space as indexically linked to an imagined American community of practice, understood by students to be authentically monolingual, monocultural, and distinct from Mexico. Association with--but not full incorporation into--this particular understanding of the American nation-state is advantageous to students for maintaining their elevated social and economic positioning in the local Nogales Sonora community. Thus, this classroom serves as a site of nationalist border reproduction and the reinforcement of hierarchies of privilege. The study encourages teacher reflection on what nationalism can mean to formal language learning contexts and suggests directions for re-aligning classroom practice to approaches that embrace multilingual realities of language learning contexts.
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Wilson, Melissa J. "Of tilting earths, ruler swans, and fighting mosquitoes: First graders writing nonfiction." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342731873.
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Swann, Michelle. "Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
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Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.
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Willman, Josefin. "Gender in the English Language Classroom : A comparative study of gender portrayals in textbooks for the course English 6 in the Swedish upper secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100834.
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This study aims to explore how textbooks aiming at the course English 6 in the Swedish upper secondary school display male, female and transgendered characters in fictional texts. The study also seeks to investigate what genders are represented in the authors of the analysed fictional texts in the textbooks. The method of the study was a mix between critical discourse analysis and content analysis. Content analysis was used in a quantitative way as a starting point to get an overview of the results for the critical discourse analysis which was used qualitatively. The study showed that authors identifying as male were the most common and represented at a higher rate in the textbooks. Among the results it was also shown that transgendered characters and authors identifying as something else than male or female were not represented at all. The study’s conclusion is that teachers will need to provide a greater variety to their classrooms than what is provided by the textbooks in terms of gender related issues and questions, since students should be given a variety of texts and authors during their English education according to the syllabus (Natl. Ag. f. Ed. 2013).
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Somerville-Braun, Jessica. "Transformative Civic Education with Elementary Students: Learning from Students and Their Teacher in a Bilingual Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.
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Zhu, Jia. "Weaving language and culture together : the process of culture learning in a chinese as a foreign language classroom." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3418.
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This dissertation is a qualitative case study exploring the process of culture learning in a Chinese as a foreign language (CFL) classroom. Guided by a socioculturally based theoretical perspective and adopting the stance of the National Standards, which says that language students "cannot truly master the language until they have also mastered the cultural contexts in which the language occurs" (1996, p. 27), this study describes how culture learning is tied to class practices aimed at developing students' language proficiency by exploring how culture and language are integrated in spoken discourse and interactions in the classroom.
The research questions of the study focus on both the instructor's and the students' perspectives towards the interrelationship between language learning and culture learning and their actual practices in the dynamic, complex, and emerging speech community of classroom contexts. Through analysis of student questionnaires, classroom observations, instructor interview, and stimulated-recall sessions with students, this study examines the contexts of culture learning, illustrates how language classroom contexts shape and are shaped by all the class members, including both the instructor and the students, and describes how the classroom spoken discourse in the current advanced-level undergraduate CFL course provides opportunities for culture learning and how culture learning actually happens in this language classroom.
The findings suggest that as the instructor and the students interact in the language classroom, it is not so much the particular pieces of cultural and linguistic information under discussion that delineate the actual culture learning process, but rather the active exchanges and sometimes disagreements between the instructor and the students that provide opportunities for interactive cultural dialogues and discussions. In other words, cultural knowledge and understanding are situated in actual contexts of language use. Language learning is also embedded in the same interactive and collaborative discussion of texts. By exploring the complexity of the culture learning process in the language classroom setting, this study adds theoretical and pedagogical support to the premise that culture learning should be an integral part of language instruction at different levels throughout the language curriculum.
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Davila, Alvarez Gilder M. "The Internationalisation Of Higher Education In Japan: Perspectives From Administrators And English Medium Instruction (EMI) Classrooms." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/420592.
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As a result of globalisation, many higher education institutions in Japan have made changes to their curricula and administrative systems so as to attract international students. The Japanese government has also implemented a range of different education projects and plans over many years to support universities across the country in their internationalisation process, and one key element is the implementation of policies to promote English language. This has led to an increase in the number of courses and degrees taught using English-medium of instruction (EMI), which has been defined as the use of English for teaching academic content in non-English speaking countries (e.g., Dearden, 2014). However, while EMI has become a key component in the internationalisation of higher education, its implementation has generated problems among school administrators, teachers, and students. For example, in order to meet the requirements established by policy makers, specialised content teachers have become surrogate language teachers (e.g., Toh, 2014). Furthermore, the relation between language policy and content teachers’ teaching practices in EMI scenarios has not been sufficiently investigated (Ali & Hamid, 2017). The current study focused on the implementation of a Japanese government project relevant to the internationalisation of higher education, namely the Top Global University Project (TGUP) (2014-2023). The study investigated how the TGUP has been implemented from policy actors’ perspectives. Using Bernstein’s sociological theory of pedagogy, the pedagogic device, the study analysed school administrators, EMI lecturers, and students’ discourse concerning the TGUP and its effect on the English language policy at TGUP participating universities. Classroom discourse analysis was conducted to provide information on the actual role and use of English in EMI classes with multilingual students. Findings revealed a number of issues affecting TGUP implementation and the English language policy. The main issue concerned how relations of power and control are acted out among policy actors in the different fields of the pedagogic device, which affect the transmission of policy-related communication and consequently its effective implementation. As described by the participants in the study, this issue is related to a rigid top-down Japanese cultural management ideology that avoids the communication of administrative matters with staff and faculty members. Concerning the use of English, EMI lecturers also reported that there are no guidelines or information on how English is or should be used on campus or in class. An analysis of EMI lecturers’ classroom discourse and students’ attitudes towards English language policy revealed that in the TGUP field of reproduction the main challenge is language. This is due to the wide range of different levels of English proficiency and the lack of a specific policy over when and how to use English. The study concludes that a lack of attention to these issues will continue to negatively affect Japan’s higher education internationalisation plans.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Nyström, Eva. "Talking and taking positions : An encounter between action rsearch and the gendered and racialised discourses of school science." Doctoral thesis, Umeå universitet, Matematik, teknik och naturvetenskap, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1135.
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This thesis concerns processes of power relations in and about the science classroom. It draws on action research involving science and mathematics teachers in the Swedish upper secondary school (for students between 16 and 19 years). For the analysis, feminist post-structuralism, gender, and discourse theories (e.g. Butler and Foucault) are combined with critical action research methodology (e.g. Carr and Kemmis) and discourse analysis (e.g. Wetherell and Hall). The aim of the study is to make visible processes of inequality and to investigate how these are constructed in ‘talk’ or discourse about teaching and learning. The study grew out of teachers’ actions/small-scale projects in their own classrooms and so the study also investigates if and how action research can contribute to making visible, challenging and changing unequal practices and discourses of dominance. The first part of the thesis deals with this process and the analysis suggests that post-structural critiques of language and discourse are helpful in enabling actions to challenge inequities in the science classroom that currently exist. Five different articles constitute the second part of the thesis, two of which explore and survey research literature and argue for a need for more studies which investigate critically how science is shaped by specific social, cultural and historical contexts. Additionally, it is argued that it is important to focus not only on measuring differences among students but also on investigating how difference is constructed and how inequities can be challenged. The experiences and bodily feelings of what ‘race’ can do to gender (and vice versa) in a specific situation are recounted and examined in the third article which also invites different positions and complexity into the research field. The next two articles investigate how power and knowledge are produced, resisted and challenged in teacher and student talk within the action research project. The analysis draws on different discourses in contemporary Swedish society; for example a science discourse which produces school science (and its teachers and students) as high status, a gender equality discourse, a gender difference discourse, and an immigrant discourse which produces ‘immigrant students’ as problematic. Analysis of teacher talk reveals, for example, that long-established hierarchies and taken-for-granted values of school subjects in relation to gender reproduce advantage for some teachers but not for others, that teachers participate in the gendering of science subjects, and that changes in the teaching of science are resisted. Also students are located inside and outside the discourses they draw on, which qualifies or disqualifies them as ‘proper’ science students. Different borders are highlighted to show how students attach meaning to gender, social class, and ethnicity in different situations. Sometimes borders are produced inside bodies (the notion of the gendered brain, for example) and sometimes between cultures or according to family background. Resistance to dominant discourses is also visible in students’ talk and the ways in which teachers and students reproduce borders and exclusion in the science classroom through their practices. The analysis points out the need to initiate new research which can deconstruct among others, discourses of femininity and masculinity, the ‘immigrant student’ and school science.
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Kovalainen, M. (Minna). "The social construction of learning and teaching in a classroom community of inquiry." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526202020.
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Abstract This thesis concentrates on investigating the social construction of learning and teaching in a classroom that was encultured into working and acting as a community of inquiry across the curriculum. The theoretical and methodological premises of the study draw on sociocultural and sociolinguistic views on learning and instruction. Through this framework, the study aims at investigating the development, implementation and evaluation of the processes and conditions for communal inquiry across different pedagogical situations and across the curriculum in the case study classroom. In addition, the study aims at creating a pedagogical rationale for supporting meaningful, student-centred and problem-based learning in classroom. The research project was realised as a series of qualitative case studies. The subjects of the study were seventeen third-grade students from a Finnish elementary school and their teacher. The empirical data corpus consists of nine hours of videotaped classroom sessions gathered from the domains of philosophy, science and mathematics. Detailed, micro- and multilevel analyses were completed on the transcribed video recordings of whole classroom interaction. The results of the research project indicate that social interactions in the case study classroom were quite dominantly characterized by multilateral interactions amongst classroom members. Instead of mere information exchange, the nature of knowledge in this classroom was largely based upon sharing and defining views as well as negotiating evidence. In general, the students in this classroom clearly took charge of the cognitive work whereas the teacher’s responsibility was more directed towards managing the interactional practices during the joint discussions. However, there were occasions when the teacher stepped in as an analytic authority. The teacher scaffolding was grounded in the on-going interactions and varied in both quantity and quality whilst engaging in dialogue with individual students demonstrating different participation modes. Overall, the results of the study indicate that teacher scaffolding in this classroom supported communal inquiry from both the cognitive, social and socio-emotional perspectivesTiivistelmä Väitöstutkimus tarkastelee oppimisen ja opetuksen sosiaalista rakentumista luokassa, jonka toimintakulttuuri rakentuu tutkivan yhteisön periaatteille yli oppiainerajojen. Tutkimuksen teoreettinen viitekehys perustuu sosiokulttuurisille ja sosiolingvistisille oppimis- ja opetuskäsityksille. Tästä teoriataustasta käsin tutkimuksen tavoitteena on tarkastella tutkivan yhteisön periaatteille rakentuvan toimintakulttuurin prosesseja ja ehtoja tapaustutkimusluokassa. Lisäksi tutkimuksen pedagogisena tavoitteena on kehittää suuntaviivoja merkitykselliselle, oppilaskeskeiselle ja ongelmalähtöiselle oppimiselle. Tutkimusprojekti toteutettiin laadullisten tapaustutkimusten sarjana. Tutkimuskohteena ovat seitsemäntoista suomalaisen alakoulun 3. luokan oppilasta ja heidän opettajansa. Tutkimusaineisto koostuu yhdeksästä tunnista videoituja oppituntitilanteita filosofian, luonnontiedon ja matematiikan oppiaineissa. Koko luokan vuorovaikutustilanteita sisältävät litteroidut videotallenteet analysoitiin yksityiskohtaisin, mikro- ja monitasoisin analyysimenetelmin. Tutkimustulokset osoittavat, että tapaustutkimusluokan sosiaaliset vuorovaikutustilanteet rakentuivat vahvasti jäsenten väliselle, monenkeskiselle vuorovaikutukselle. Pelkän informaation vaihdon sijaan tiedon luonne tutkimuskohteena olleessa luokassa perustui yhteiselle näkökulmien jakamiselle, tarkentamiselle ja perustelemiselle. Luokan oppilaat ottivat vastuuta tiedollisista neuvotteluista, kun taas opettajan vastuu kohdentui enemmänkin vuorovaikutuksen ohjaamiseen yhteisten keskustelujen aikana. Kuitenkin opettaja astui esiin luokan vuorovaikutustilanteissa välillä myös analyyttisenä asiantuntijana. Opettajan tuki määrittyi luokan vuorovaikutustilanteiden kautta, ja se vaihteli määrältään ja laadultaan opettajan ollessa vuorovaikutuksessa osallistumiseltaan erilaisten oppilaiden kanssa. Kaiken kaikkiaan tutkimustulokset osoittavat, että opettajan ohjaus luokkayhteisössä tuki tutkivan yhteisön rakentumista niin tiedollisesta, sosiaalisesta kuin sosioemotionaalisesta näkökulmasta
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Wynhoff, Olsen Allison S. "A Longitudinal Examination of Interactional, Social, and Relational Processes within the Teaching and Learning of Argumentation and Argumentative Writing." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373883265.
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Goff, Brenton. "The Process of Change in the Teaching and Learning of Writing about Literature in an 11th grade Honors English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531776910435739.
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