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1
Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 9.1–9.18. http://dx.doi.org/10.2104/aral0709.
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Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.
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Woodward-Kron, Robyn, and Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences." Australian Review of Applied Linguistics 30, no. 1 (2007): 9.1–9.18. http://dx.doi.org/10.1075/aral.30.1.07woo.
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Classroom discourse analysis has contributed to understandings of the nature of student-teacher interactions, and how learning takes place in the classroom; however, much of this work has been undertaken in teacher-directed learning contexts. Student-centred classrooms such as problem-based learning (PBL) approaches are increasingly common in professional disciplines such as the health sciences and medicine. With the globalisation of education, health science and medical education, PBL classrooms are often sites of considerable linguistic and cultural diversity, yet little is known from a classroom discourse perspective about the language demands of PBL. This paper examines the ways in which the students and tutor negotiate and construct meanings through language in one first year physiotherapy PBL tutorial at an Australian university, with a particular focus on the ways in which the discourse is regulated in a student-centred learning environment. The analysis of the classroom discourse is underpinned by Halliday’s systemic functional linguistics. The findings provide a description of the linguistic resources students draw on to co-construct and negotiate knowledge, as well as show how the tutor, with minimal strategic interventions, scaffolds the students’ learning. The findings also suggest that the PBL environment can be a challenging one for students whose cultural and language backgrounds are different from that of the classroom.
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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (November 16, 2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.
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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts.
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Rugen, Brian. "When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis." Language Teacher 34, no. 6 (November 1, 2010): 14. http://dx.doi.org/10.37546/jalttlt34.6-2.
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Nontraditional students often have different learning styles and individual needs compared to their younger classmates. They are generally highly motivated and have a more fully developed set of life skills as well. In Japan, as the number of nontraditional students increases, one concern that needs to be addressed involves the learning conditions language teachers create for increasingly mixed classes of traditional and nontraditional students. This paper demonstrates how classroom discourse analysis, as a form of teacher research, can address this concern. By studying the patterns of interaction with and between students, a teacher can gain a better understanding of how nontraditional students are positioned in classroom contexts and how this positioning may afford or deny opportunities for learning. First, I discuss classroom discourse analysis and offer a few practical suggestions on how teachers can get started researching the patterns of interaction in their own classrooms. Then, I present an example of my own teacher research on classroom interaction from an oral communication class. The example illustrates how a classroom interaction between a nontraditional student and teacher fails to affirm the L2 identity a nontraditional student fashions in the conversation.
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Murphy, P. Karen, Liesel Ebersöhn, Funke Omidire, and Carla M. Firetto. "Exploring the structure and content of discourse in remote, rural South African classrooms." South African Journal of Education 40, Supplement 2 (December 31, 2020): S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1826.
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The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.
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Mohammed Abbas Alkhateeb, Muna, Sebe Zeid Jawad Hassan Watoot, and Abd Ali Nayif Hasan. "An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction." Journal of Education College Wasit University 2, no. 39 (June 7, 2020): 635–44. http://dx.doi.org/10.31185/eduj.vol2.iss39.1428.
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Student-teacher language interaction is given a great environment through classrooms. Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees.
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Drew, Christopher. "To follow a rule: The construction of student subjectivities on classroom rules charts." Contemporary Issues in Early Childhood 21, no. 1 (September 3, 2018): 46–57. http://dx.doi.org/10.1177/1463949118798207.
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Rules charts are commonplace on classroom walls throughout the world. This article examines how such charts work to sustain discursive power relationships among teachers and students by mobilising idealised notions of the student within the classroom. The article reports on a discourse analysis of 50 rules charts and identifies three disciplinary and subjectivising discourses mobilised by charts: the Apollonian ‘good’, Dionysian ‘bad’ and Athenian ‘choice-making’ student. The article argues that awareness of the constitutive effects of discourse can enable practitioners to reflect on how their discursive practices might have material impacts on students’ capacity to move through educational spaces, and in particular can work to marginalise already disenfranchised students who do not fit the normative mould.
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Aggarwal, Garima. "Contextualizing Discourse; Student Identities and Classroom Teaching." Asian Journal of Research in Social Sciences and Humanities 7, no. 4 (2017): 226. http://dx.doi.org/10.5958/2249-7315.2017.00279.9.
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Herbel-Eisenmann, Beth A., and Samuel Otten. "Mapping Mathematics in Classroom Discourse." Journal for Research in Mathematics Education 42, no. 5 (November 2011): 451–85. http://dx.doi.org/10.5951/jresematheduc.42.5.0451.
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This article offers a particular analytic method from systemic functional linguistics, thematic analysis, which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content, allows for content comparisons to be drawn between classroom episodes, and identifies points of possible student misinterpretation. Analyses of 2 middle school classroom excerpts focusing on area—1 that derives triangle area formulas from the rectangle area formula and another that connects parallelogram and rectangular area— are used to delineate the method. Descriptions of similarities and differences in the classroom discourse highlight how, in each classroom, mathematical terms such as base and height were used in semantically related but distinct ways. These findings raise the question of whether students were aware of and able to navigate such semantic shifts.
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Cazden, Courtney B. "Language in the Classroom." Annual Review of Applied Linguistics 7 (March 1986): 18–33. http://dx.doi.org/10.1017/s0267190500001628.
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This review discusses only research on the discourse structure of classroom activities—lessons and other activities in which the teacher is a participant— with special attention to assumptions underlying alternative models (in the non-technical sense of that word). Two other reviews (Cazden 1986a; in press) also discuss the register of teachers and students (considered as the paradigmatic complement to syntagmatic structure); discourse among student peers (in contrast to talk with the teacher who has greater ascribed power as well as knowledge), and relationships between discourse and learning.
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Derin, Tatum, Nunung Susilo Putri, Mutia Sari Nursafira, and Budianto Hamuddin. "Discourse Analysis (DA) in the Context of English as a Foreign Language (EFL): A Chronological Review." ELSYA : Journal of English Language Studies 2, no. 1 (February 26, 2020): 1–8. http://dx.doi.org/10.31849/elsya.v2i1.3611.
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This current study is interested in assessing the trending studies discourse analysis during the last five years in the specific context of English as a Foreign Language (EFL). Using the library research method, this study collected 131,000 results of relevant articles from Google Scholar open-access database. The data then analyse 40 selected articles as its main data with NVivo 12 software to ensure its qualitative. Chronologically, this study described how discourse analysis studies have evolved. At first, solely focusing on using discourse analysis to identify students’ problems in reading comprehension, researchers began to use discourse analysis to examine how teachers authentically perform and propose ways to improve the classroom discourse. Moreover, discourse analysis not only revealed issues that exist between teacher-student and student-student interactive discourses, but also the discourse in the textbooks issued for EFL programmes to raise critical issues.
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Reisman, Abby, and Lisette Enumah. "Using Video to Highlight Curriculum-Embedded Opportunities for Student Discourse." Journal of Teacher Education 71, no. 5 (February 17, 2020): 551–67. http://dx.doi.org/10.1177/0022487119895503.
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History classrooms remain stubbornly resistant to instructional change. We explored whether using classroom video to help teachers identify curriculum-embedded opportunities for student discourse improved their understanding and facilitation of document-based historical discussions. We observed a relationship between teachers’ capacity to notice curriculum-embedded opportunities for student discourse in classroom videos and their growth in enacting document-based history discussions. For three of four teachers, the intervention appeared to improve both their analysis of document-based discussion facilitation and their enactment of the practice. Teachers’ incoming proficiency and familiarity with document-based history instruction appeared to inform their experience throughout the intervention. We discuss implications for practice and future research on professional development for history teachers.
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Rumenapp, Joseph C. "Analyzing discourse analysis: Teachers’ views of classroom discourse and student identity." Linguistics and Education 35 (September 2016): 26–36. http://dx.doi.org/10.1016/j.linged.2016.04.002.
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Rondón Cardenas, Francisco. "LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom." Colombian Applied Linguistics Journal 14, no. 1 (June 29, 2012): 77. http://dx.doi.org/10.14483/22487085.3814.
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By means of the analysis of six short range narratives, utilizing as a methodology (Feminist Post –Structuralist Discourse Analysis) FPDA,this paper unveils some significant moments which evidence the way LGBT EFL students draw on different discourses to adapt, negotiate,resist, emancipate, and reproduce heteronormativity. EFL students Methodological FrameworkConstantly shift positions and perform their gender assuming simultaneously powerful and powerless stances in the EFL classroom.The study categorizes the emancipatory discourse as a way to resist, the discourse of vulnerability as a way to reproduce and cope withmarginalization, and the homophobic discourse as a way to position LGBT individuals as abnormal. Finally, the article will reflect on themoments LGBT student mitigate their oral skills and constrain their participation in class, due to the fact that they are frequently evaluatingtheir comments to avoid accidental disclosure of their sexual identity.
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Melhuish, Kathleen, Eva Thanheiser, and Joshua Fagan. "The Student Discourse Observation Tool: Supporting Teachers in Noticing Justifying and Generalizing." Mathematics Teacher Educator 7, no. 2 (March 2019): 57–74. http://dx.doi.org/10.5951/mathteaceduc.7.2.0057.
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In classrooms, students engage in argumentation through justifying and generalizing. However, these activities can be difficult for teachers to conceptualize and therefore promote in their classrooms. In this article, we present the Student Discourse Observation Tool (SDOT) developed to support teachers in noticing and promoting student justifying and generalizing. The SDOT serves the purpose of (a) focusing teacher noticing on student argumentation during classroom observations, and (b) promoting focused discussion of student discourse in teacher professional learning communities. We provide survey data illustrating that elementary-level teachers who participated in professional development leveraging the SDOT had richer conceptions of justifying and generalizing and greater ability to characterize students' justifying and generalizing when compared with a set of control teachers. We argue that the SDOT provides both an important focusing lens for teachers and a means to concretize the abstract mathematical activities of justifying and generalizing.
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Kelly, Sean. "Classroom discourse and the distribution of student engagement." Social Psychology of Education 10, no. 3 (August 11, 2007): 331–52. http://dx.doi.org/10.1007/s11218-007-9024-0.
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Tachie, Simon Adjei. "FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 528–44. http://dx.doi.org/10.33225/pec/19.77.528.
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The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. Keywords: mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers.
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Hafner, Andrew Habana. "Sampling an Inner DJ with Hip Hop Hopes: (Re)Writing Immigrant Identities for English Language Learners in Classroom Third Spaces." Radical Teacher 97 (October 28, 2013): 36–49. http://dx.doi.org/10.5195/rt.2013.49.
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This study explores theoretical and pedagogical implications of hip hop culture in (re)negotiating identity for immigrant English Language Learners (ELLs) in secondary writing classrooms. Analysis focuses on how spoken and written language and discourse shape the production of third spaces in ways that (re)negotiate immigrant student identity in the ELL writing classroom. The theoretical framework draws on constructs of social space to reconsider the production of third space in an intermediate ELL writing classroom designed around developing academic and critical literacy grounded in the lived experiences of oppression of immigrant youth. Methods of ethnography and critical discourse analysis of critical spatial events and classroom texts center on a focal immigration unit in which students compose and share immigration narratives. Findings from ethnographic case study of one immigrant Latino male who aspires to become a hip hop DJ illustrate how hip hop discourses frame the chronotope of immigration and represent a classroom third space that promotes academic and critical literacy. This study draws implications for hip hop culture as valuable to curriculum and instruction rooted in the lived spaces of immigrant youth experience and for critical reflective practice for educators.
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Gomez Lobaton, July Carolina. "Language learners’ identities in EFL settings: resistance and power through discourse." Colombian Applied Linguistics Journal 14, no. 1 (June 29, 2012): 60. http://dx.doi.org/10.14483/22487085.3813.
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This research project aims at identifying and analyzing different identities students construct as learners of a foreign language wheninteracting within an EFL classroom, and how this identity construction might have possible effects on students’ language learning process.This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observationto the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interactionmight constitute an important element to this development, relies under the principles of CCDA (Critical Classroom Discourse Analysis). Theidea of implementing this research methodology has to do with the need of looking beyond fixed categorizations and rather listen to howlearners negotiate different identities as they employ diverse cultural and linguistic resources to construct knowledge in classrooms. Throughoutthe process of data collection, with transcripts of oral interactions undertaken in the classroom and interviews to students as main sources ofanalysis, a new perspective of pupils as social actors who hold multiple social identities was discovered. The results show that issues such asthe use of L1 in the EFL classroom, the teacher‘s conception of language learning and teaching and the silent fight for power among teacherand students constitute important elements in the struggle of students when constructing their social and individual identities as learners withina given classroom community.
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Atweh, Bill, Robert E. Bleicher, and Tom J. Cooper. "The Construction of the Social Context of Mathematics Classrooms: A Sociolinguistic Analysis." Journal for Research in Mathematics Education 29, no. 1 (January 1998): 63–82. http://dx.doi.org/10.5951/jresematheduc.29.1.0063.
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This study employed sociolinguistic perspectives developed by Michael Halliday to investigate the social context of 2 mathematics classrooms that differed in the socioeconomic backgrounds and genders of their students. Our analysis focused on the effects of these 2 factors on teacher perceptions of student needs and abilities and on how these perceptions shaped the discourse in the classroom. We argue that as mathematical knowledge is being constructed in the classroom, the student participants are being constructed by the teachers according to their ability in and need for different dialects of mathematics that have different values in our Western culture.
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Zuengler, Jane. "Many lessons from a school: What classroom discourse analysis reveals." Language Teaching 44, no. 1 (January 8, 2010): 55–63. http://dx.doi.org/10.1017/s0261444809990346.
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In my talk, I foreground what I and my colleagues have learned about discourse in the numerous classrooms we observed in a four-year research study at an urban high school. While Jefferson High had a student body that was linguistically and culturally diverse, it was homogeneous socioeconomically, being labeled ‘low income’. Some of the research I address reveals how the classroom discourse both co-constructed and was influenced by these phenomena. Additionally, my survey of the research reveals that theoretical frameworks shape the research process and, ultimately, what we learn about classroom discourse.
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Throop Robinson, Evan. "Understanding Meaningful Exchanges: Mathematics Discourse Analysis and Complexity Thinking." in education 26, no. 1 (December 24, 2020): 103–38. http://dx.doi.org/10.37119/ojs2020.v26i1.457.
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The focus in this paper is on the analysis of student-centered discourse through applying a discourse analysis tool that I developed to analyze data from an elementary mathematics classroom. The purpose of the analysis tool is to understand the impact of the complex learning system on the emerging classroom discourse. The minimum conditions for complexity created an invitational space for students that allowed interactions and meaningful exchanges to flourish through exploration of mathematical concepts and collective participation in classroom discourse. The analytic lens provides the teacher with a tool to understand more clearly the dynamics of meaningful exchanges identified as sharing, building, exploring and blocking.
Keywords: Classroom discourse; mathematics education; complexity
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Kooloos, Chris, Helma Oolbekkink-Marchand, Rainer Kaenders, and Gert Heckman. "Orchestrating Mathematical Classroom Discourse About Various Solution Methods: Case Study of a Teacher’s Development." Journal für Mathematik-Didaktik 41, no. 2 (November 15, 2019): 357–89. http://dx.doi.org/10.1007/s13138-019-00150-2.
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AbstractDeveloping and orchestrating classroom discourse about students’ different solution methods is an essential yet complex task for mathematics teachers. This study reports on the first stages of classroom discourse development of one Dutch higher secondary school mathematics teacher who had no prior experience in including classroom discourse in her teaching practice. Four lessons in analytic geometry were developed iteratively, in collaboration with the teacher. The lessons consisted of students working on a mathematical problem plus classroom discourse concerning students’ different solution methods. Classroom discourse video recordings were collected and analyzed in order to develop a framework to characterize the teacher’s actions, and to describe the change in the teacher’s role in classroom discourse. The results reveal three main changes in the teacher’s role: First, the way the teacher reacted to correct or incorrect solution methods shifted from confirming or setting aside suggestions, toward making the solution methods the subject of discussion; second, the distribution of turns changed such that more students were involved in the discourse and in reacting to each other’s solution methods; third, the teacher’s actions shifted from convergent, teacher-led actions toward divergent, student-led actions. These results show that within four lessons, an important step has been taken toward establishing a discourse community.
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Khaliyah, Khumayda Shofiyul, and Dzul Rachman. "Impact of teacher’s interaction pattern for seventh grade student." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 104. http://dx.doi.org/10.36597/jelp.v2i2.4866.
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Classroom interaction is essential for English foreign language student. Additionally, discourse analysis is the examination of the language used by members of a speech community. The objectives of this study to describe the pattern of teacher-student interaction used by the teacher in the classroom at MTs Nurul Ummah Yogyakarta and to reveal the impact of teacher-student interaction pattern to the student contribution on the MTs Nurul Ummah Yogyakarta. This research employed discourse analysis. Includes English teacher and seventh-grade students of MTs Nurul Ummah Yogyakarta as the participants. Data were collected through observation and recording. The collected data were analysed by Walsh using discourse analysis. Findings show there are 30 patterns in 18 exchanges of teacher-student interaction in the classroom. The type of designs are: IR, IRE, IRRE, IRRF, IRREIRE, IRRRE, IRF, IRFRRRERE, IRR, IRRRRRRE, IRRFRE, IRI, IRRRRRE, IIIII, IIRE, IRFRE, IIRE, IIIR, IIR, IEIRRI, IRFR, IRRRRRRRRRRRRE, IRRRRRRRER, IEI, IRRRRF, IIIIRRF, IIIIRR, IRRII, IRFII, IREI. The impacts of the type interaction pattern to the student contribution are: student can repeat the teacher initiation, a student could express their idea, a student could ask the question on the teacher explanation, student response appropriate for teacher talk.
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Stein, Catherine A. "Let's Talk: Promoting Mathematical Discourse in the Classroom." Mathematics Teacher 101, no. 4 (November 2007): 285–89. http://dx.doi.org/10.5951/mt.101.4.0285.
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As part of reform-based mathematics, much discussion and research has focused on the idea that mathematics should be taught in a way that mirrors the nature of the discipline (Lampert 1990)—that is, have students use mathematical discourse to make conjectures, talk, question, and agree or disagree about problems in order to discover important mathematical concepts. In fact, communication, of which student discourse is a part, is so important that it is one of the Standards set forth in Principles and Standards for School Mathematics (NCTM 2000).
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Ungureanu, Elena. "A DISCOURSE ANALYSIS OF CLASS INTERACTIONS." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 49–69. http://dx.doi.org/10.26755/revped/2020.2/49.
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In this article I analyse the discursive context of two classes of students bringing into discussion the concepts of educational knowledge and the organization of teaching-learning activities. Although there is much research that provides nuanced insights into how teachers and students are involved in the social construction of classroom discourses about knowledge, in Romanian literature the issue of classroom interactions has been approached from the perspective of teachers ‘ and students’ perceptions, while school knowledge has been studied only incidentally Therefore, I present a qualitative study, based on a critical discourse analysis that highlights how different versions of knowledge are socially constructed in the discursive space of the classroom, in order to point out ways in which the classroom and school can become spaces in which interactions no longer revolve around knowledge defined only by reference to disciplinary content. Bimonthly observations and audio-video recordings were made in the 2017-2018 school year during language and communication activities, in two classes, from two different schools. The results show that classroom interactions and participation structures differ depending on the purpose of the activities, and student participation is not only based on generally accepted communication rules, but varies depending on the implicit or explicit purpose of the activities.
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Mokhtar, Mariati, and Mazliza Mohtar. "CLASSROOM DISCOURSE OF GIFTED AND TALENTED STUDENTS: A CRITICAL ANALYSIS." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 183–91. http://dx.doi.org/10.35631/ijepc.4330015.
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This study examines the use of discourse in the classroom for gifted and talented students in which social processes are obscured in turn, types of questions asked by teachers, control of discourse and overall discourse structure (Aman, I. & Mustafa, R. (2006)). The analysis used is based on the theoretical framework of Critical Discourse Analysis (CDA) by Fairclough, N. In general, the process of communicating students in the classroom is generally said to be one-way. However, this study looks at the difference between having a higher level of communication between smart and smarter students than ordinary schoolgirls. Gifted and Talented students are categorized as students with high IQ, EQ and high cognitive skills. This diverse and talented student makes learning to study the process of discourse in the classroom is interesting. This study takes an audio recording of the teaching and learning of Malay Language classes. The results show that there are several features of discourse in the classroom that can be identified. This indicates that a process of interaction between students and teachers has taken place.
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Stein, Mary Kay. "Take Time for Action: Mathematical Argumentation: Putting Umph into Classroom Discussions." Mathematics Teaching in the Middle School 7, no. 2 (October 2001): 110–12. http://dx.doi.org/10.5951/mtms.7.2.0110.
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Perhaps the most difficult recommendation of the NCTM's Standards to put into practice is that of orchestrating classroom discourse—moving from a teacher-centered classroom to one that is centered on student thinking and reasoning. Some researchers argue that traditional “chalk and talk” classrooms put all the intellectual authority in the hands of the teacher and little or no responsibility for thinking and reasoning on the shoulders of the students. Classroom discussions, in contrast, are viewed as encouraging students to construct and evaluate their own knowledge, as well as the ideas of their classmates. Few examples or guidelines exist, however, to help teachers orchestrate such discussions.
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Rothermel Rawding, Molly, and Theresa Wills. "Discourse: Simple Moves That Work." Mathematics Teaching in the Middle School 18, no. 1 (August 2012): 46–51. http://dx.doi.org/10.5951/mathteacmiddscho.18.1.0046.
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Oppelt, Camila. "Discourse Analysis of (Power) Struggles in the Classroom." Revista Gatilho 18, no. 01 (October 20, 2020): 170–84. http://dx.doi.org/10.34019/1808-9461.2020.v18.27327.
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Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
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Smith, Christopher A. "Establishing a zone of prioritized curricularivity: exploring a critical approach to negotiating multimodal discourses in EFL textbooks." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 19–38. http://dx.doi.org/10.2478/jolace-2020-0011.
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Abstract University English as a foreign language (EFL) programs in expanding circle communities often pressure instructors and students to use globally published EFL textbooks for reasons more socio-political than pedagogical. While some critical studies underscore multimodal discourse to be an under-appreciated source of dominant social narratives in EFL textbooks, few have investigated their live negotiation in classrooms. To address the challenges negotiating potentially harmful social narratives in EFL textbooks, the present study proposes a two-step model for achieving a zone of prioritized curricularivity (ZPC). The model informs reflexive teaching practice in EFL instruction because it necessitates an understanding of a) the curricular commonplaces of a particular EFL program and b) the power and ideologies in the multimodal discourse of their textbooks, to mitigate perceived social injustices in the textbook lessons as they are negotiated “in situ.” Demonstrated in vignettes, featuring two EFL courses at Chung-Buk National University in Cheong Ju city, Korea, two instructors used the ZPC framework to inform their reconstruction of multimodal discourses in their EFL textbooks to inculcate student involvement and participation. A novel, multimodal interactional analysis of video recordings looked at proxemics, gaze, spoken language, head movement, auditory emphasis, and gesture and discovered that each instructor recontextualized, neutralized, or skipped much of the multimodal discourse in the lessons. The findings suggest that a ZPC is achieved when the efforts by instructors to recontextualize textbook lessons in situ is met with positive feedback from students in the classroom – noted as heightened attentiveness, happy or cheerful participation, and enthusiastic discussion. The implications suggest a ZPC can help instructors and students and in EFL programs in any expanding circle culture because it can simultaneously improve student learning/acquisition in the classroom, diminish dominant, culturally marginalizing textbook content, while raising the value of student investment in EFL learning.
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Leatham, Keith R., Blake E. Peterson, Shari L. Stockero, and Laura R. Van Zoest. "Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking." Journal for Research in Mathematics Education 46, no. 1 (January 2015): 88–124. http://dx.doi.org/10.5951/jresematheduc.46.1.0088.
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The mathematics education community values using student thinking to develop mathematical concepts, but the nuances of this practice are not clearly understood. We conceptualize an important group of instances in classroom lessons that occur at the intersection of student thinking, significant mathematics, and pedagogical opportunities—what we call Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. We analyze dialogue to illustrate a process for determining whether a classroom instance offers such an opportunity and to demonstrate the usefulness of the construct in examining classroom discourse. This construct contributes to research and professional development related to teachers' mathematically productive use of student thinking by providing a lens and generating a common language for recognizing and agreeing on a critical core of student mathematical thinking that researchers can attend to as they study classroom practice and that teachers can aspire to notice and build upon when it occurs in their classrooms.
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Kramer-Simpson, Elisabeth. "Feedback From Internship Mentors in Technical Communication Internships." Journal of Technical Writing and Communication 48, no. 3 (August 31, 2017): 359–78. http://dx.doi.org/10.1177/0047281617728362.
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Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky’s learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.
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Rust, Julie. "Making visible the dance." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 387–403. http://dx.doi.org/10.1108/etpc-06-2015-0051.
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Purpose – This paper aims to delve deeply into the sometimes clashing interplays in English classrooms to explore the ways in which new media makes visible long-existing discourses and assumptions about the purpose of schools and the roles of teachers and students. Design/methodology/approach – This piece draws upon discourse analysis and utilizes the frame of strategies versus tactics (de Certeau, 1984) to trace the complex classroom interplays between a high school English teacher, a partnering researcher and a high school junior during the process of a month-long digital photography project. Findings – Data reveal that, at times, both teachers and students made moves to preserve the status quo of the school space (through strategies), and at other times, worked to reshape the space for more relevant purposes (through tactics.) Strategies that emerge from teacher moves include the formalization of requirements and the controlling of bodies; the student strategy described is the perpetuation of stereotypes. Teacher tactics reported include repositioning identities, reframing “the work” and opening up space for inquiry. Student tactics include resistance, shifting to the personal, subverting a given task and self-positioning. The author argues that generative potential exists at the intersection of teacher tactics and student tactics, and calls for furthering the co-construction of classroom spaces. Originality/value – By zooming in on the process, rather than the product, that ensued as the focal student created and defended her photographs representing school as jail, this paper emphasizes the agency that both teachers and students can enact in sometimes limiting classroom spaces.
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Throop Robinson, Evan. "Creating Complexity in the Elementary Mathematics Classroom." Journal of Education and Training Studies 9, no. 3 (February 20, 2021): 1. http://dx.doi.org/10.11114/jets.v9i3.5129.
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Complexity thinking provides a unique perspective on classroom interactions, student engagement and classroom management as well as insight into innovative pedagogies for teachers in the elementary mathematics classroom. A novel meeting strategy for classroom organization offers teachers the opportunity to observe complexity in action and to promote student participation through mathematical conversations thereby building the learning community and fostering the discourse of mathematics. The intervention of mathematical conversations created conditions for complexity in an elementary classroom and provided qualitative data for analysis. Transcripts and classroom mapping showed increased student engagement with students afforded more freedom, mobility and choice to host or participate in small-group conversations. An analytic framework indicated three types of conversations emerging: sharing information, building knowledge and exploring possibilities as well as instances of blocking behavior. Findings suggest possibilities for building student capacity for conversation skills, disciplinary integration and differentiating learning significantly for students.
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Wang, Hui-Hui. "Examining Patterns in Teacher-Student Classroom Conversations during STEM Lessons." Journal for STEM Education Research 3, no. 1 (November 20, 2019): 69–90. http://dx.doi.org/10.1007/s41979-019-00022-x.
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AbstractTeacher-student conversations are central to student learning within the science classroom. Educational literature recommends teachers aim to build a common scientific language and, through dialog, develop shared meanings with students. This study examines teacher-student conversations in the specific situation of an integrated science and engineering curriculum, involving lessons on heat transfer. The findings identify critical nuances and discourse patterns in the conversations that may pose barriers to student engagement and learning. The study illustrates the need for teachers to plan dialogic, authentic interaction with students to build shared meanings about scientific concepts in order to enhance STEM learning.
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Rijal, Chanakya P. "Classroom Management in Schools." Journal of NELTA Surkhet 4 (July 4, 2015): 48–56. http://dx.doi.org/10.3126/jns.v4i0.12860.
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Among the various concepts emerged more recently in the field of formal education, especially in school education, classroom management has been considered as one of the integrated functions of institutional and functional intervention areas in teaching-learning. In this discourse, different professionals and institutions happen to proclaim different strategies and functional inputs so as to transform classroom as one of the most essential areas of school transformation. The scope of functional coverage of classroom management has expanded significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching-learning materials development and implementation, making classroom discourses more socio-ethically sound, and creating appealing classroom infrastructure and rules for teachers, students and also for the parents. In fact, there is no readymade capsule to swallow as the final solution for this issue and there is also no final destiny as the overall concept of classroom and its arrangement has been consistently overhauled globally. Journal of NELTA Surkhet Vol.4 2014: 48-56
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Case, Danielle M., Wai Hsien Cheah, and Min Liu. "“Mourning With the Morning Bell”: An Examination of Secondary Educators’ Attitudes and Experiences in Managing the Discourse of Death in the Classroom." OMEGA - Journal of Death and Dying 80, no. 3 (October 24, 2017): 397–419. http://dx.doi.org/10.1177/0030222817737228.
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A plethora of research exists about death and dying, particularly with regard to the prescriptive strategy on how teachers should address death in their classrooms. However, there is a gap in the literature about teachers’ perceived preparedness to discuss a student’s death in their classrooms. The following qualitative study used focus groups to explore teachers’ experiences with and beliefs about death, dying, coping, student death, and preparedness to address student death in the classroom. Data were transcribed and thematically analyzed. Themes and subthemes for all research questions are presented and explained; some themes explored include teachers’ views of death, death versus dying, initial and long-term coping, difficulties in addressing student death, the teachers’ role after a student’s death, feelings of being prepared versus unprepared to address student death in the classroom.
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Jordan, Sheri. "Undocumented Mexican Immigrants in Adult ESL Classrooms: Some Issues to Consider." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 238–50. http://dx.doi.org/10.14434/ijlcle.v1i0.26838.
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With anti-immigrant sentiments permeating the media, policy, and public discourse throughout the United States, little room seems to exist for understanding what drives Mexican migrants northward. However, while acknowledging the historical conditions leading to US immigration policy, negative discourses and stereotypes in the American media and public, continuing Mexican migration in spite of great sacrifice, and the choices of individuals to migrate to the US, adult ESL educators need a framework as they encounter these students in the classroom. This framework combines Freire’s “pedagogy of the oppressed” with a transformative pedagogy that relinquishes deficit models and invites student knowledge into the classroom.
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Sedova, Klara. "Transforming teacher behaviour to increase student participation in classroom discourse." Teacher Development 21, no. 2 (September 2, 2016): 225–42. http://dx.doi.org/10.1080/13664530.2016.1224775.
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Brooks, Lisa A., and Juli K. Dixon. "Changing the Rules to Increase Discourse." Teaching Children Mathematics 20, no. 2 (September 2013): 84–89. http://dx.doi.org/10.5951/teacchilmath.20.2.0084.
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A second-grade teacher challenges the raise-your-hand-to-speak tradition and enables a classroom community of student-driven conversations that share both mathematical understandings and misunderstandings.
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Sharma, Netra Prasad. "The Question of Transformation in the English Language Education Classroom." Rupantaran: A Multidisciplinary Journal 3 (October 2, 2020): 76–83. http://dx.doi.org/10.3126/rupantaran.v3i0.31743.
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Have we transformed ourselves? The question that frequently arises in the discourse pertaining to the reintroduction of the semester system in the different faculties of Tribhuvan University has taken the shape of this paper that attempts to probe into the demeanour of both teachers and students in the English language education classrooms in the Kathmandu valley. The data collected through a brief survey of student opinions and informal discussion with concerned teachers portray the classroom scenarios that are difficult to differentiate from the ones that usually characterize the classrooms in the “annual system” of teaching and testing. This portrayal suggests the future course of action on the part of teachers and students both.
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Yow, Jan A. "“Can You Tell Me More?” Student Journaling and Reasoning." Mathematics Teaching in the Middle School 21, no. 2 (September 2015): 72–76. http://dx.doi.org/10.5951/mathteacmiddscho.21.2.0072.
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Zhang, Lawrence. "Awareness-Raising in the TEFL Phonology Classroom." ITL - International Journal of Applied Linguistics 145-146 (2004): 219–68. http://dx.doi.org/10.2143/itl.145.0.562915.
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This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.
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A., Voyles, S. McKinnon-Crowley, and B. E. Bukoski. "5. Absolution and Participation in Privilege: The False Fronts of Men Student Affairs Professionals." Philosophy and Theory in Higher Education 1, no. 2 (January 1, 2019): 95–121. http://dx.doi.org/10.3726/ptihe.2019.02.05.
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Abstract Student affairs, a helping field focused on outside-the-classroom activities in higher education, has been traditionally associated with feminine gendered expectations. Using Judith Butler’s concept of gender performativity and Foucauldian discourse analysis, we investigated how men student affairs professionals use and perpetuate gender privilege in the workplace. We identified a cycle of discourse whereby men student affairs professionals deployed discursive tactics to obscure their benefit from male privilege while simultaneously garnering cultural status and social capital. Deconstructing these discursive nodes provided insight to the impact of conflicting gender discourses. We suggest our analysis can expose rules that regulate, perpetuate, resist, and oppress, which opens up new understandings and meanings for men student affairs professionals and their gender performances.
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Speers, Claire. "How can teachers effectively use student dialogue to drive engagement with ancient drama? An analysis of a Year 12 Classical Civilisation class studying Aristophanes’ Frogs." Journal of Classics Teaching 21, no. 41 (2020): 19–32. http://dx.doi.org/10.1017/s2058631020000112.
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Within this article I aim to explore how greater student dialogue in the classroom can drive engagement with ancient drama. As part of the Classical Civilisation A Level specification, students need to demonstrate knowledge and awareness in the examination of how Aristophanes’ Frogs might have been performed on stage and its possible reception by a classical audience. This research investigates how teachers can effectively encourage student discourse in the classroom for students to engage with and analyse Frogs as a piece of comic drama, rather than simply as an A Level set text.
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Karjo, Clara Herlina. "Which Teacher-Student Interaction Triggers Students’ Uptake." Humaniora 6, no. 3 (July 30, 2015): 348. http://dx.doi.org/10.21512/humaniora.v6i3.3361.
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The pattern of interaction between the teacher and the students will determine the students’ uptake (i.e. the students’ incorporating correction into an utterance of their own). This paper examines the type of teacher-student interaction which will likely trigger the students’ uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management). 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback.
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Biza, Irene, and Elena Nardi. "Scripting the experience of mathematics teaching." International Journal for Lesson and Learning Studies 9, no. 1 (November 15, 2019): 43–56. http://dx.doi.org/10.1108/ijlls-02-2019-0017.
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Purpose The purpose of this paper is to propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Design/methodology/approach The study was conducted in context of a mathematics Initial Teacher Education programme in the UK. Participants were invited from the whole cohort of student teachers to identify, script and reflect upon critical classroom incidents. In total, 12 such scripts were produced and then discussed by 17 student teachers in group and plenary sessions. Discussions were audio-recorded. Scripts and discussions were analysed according to four characteristics: consistency between stated pedagogical priorities and intended practices; specificity of the reflection to the classroom situation reported in the scripts; reification of pedagogical discourse; and, reification of mathematical discourse. Findings In the results, the authors exemplify student teachers’ insights that emerged from the analysis of the scripts through the typology of the four characteristics, and the authors observe that the student teachers’ insights mirror the complexity and richness of the mathematics classrooms they face. The authors’ examples and their evaluation through the aforementioned typology of the four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom. Practical implications As these activities take placein the context of teacher education, professional development or developmental research environments, an additional challenge is to generate robust and informative evaluation of teachers’ engagement with reflection and research on their practice. This study takes on this challenge in the context of a mathematics teacher education programme in the UK: the authors propose and evaluate a proactive reflective activity for mathematics student teachers in which they consider mathematical content and its teaching in highly specific classroom situations. Originality/value The examples and their evaluation through the typology of four characteristics illustrate the potency of student teachers’ participation in producing, and reflecting upon, individually and collectively, critical incidents of their inaugural experiences in the classroom.
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Shahaji, Nurtimhar. "Classroom Discourse Analysis: A Case of ESL Reading Class." International Journal of Language and Literary Studies 3, no. 2 (June 29, 2021): 156–65. http://dx.doi.org/10.36892/ijlls.v3i2.368.
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More than the recognition, perception, and interpretation of written materials, reading has been dubbed as our bridge to other skills that are necessary for academic success. Subsequently, one way for teachers to monitor both the quantity and quality of output of the students is through Classroom discourse analysis, which is an aspect of classroom process research (Jiang, 2012). This paper, therefore, aimed to determine teacher’s questioning vis-à-vis students’ reading strategies in the case of an ESL reading class in one of the private schools in Zamboanga City, Philipenese through classroom discourse analysis. As a qualitative endeavor, it made use of classroom observations with the aid of an audio recorder to enable the analysis. A total of 131 exchanges were generated in a 45-minute discussion, with roughly 25 minutes allotted to the said discourse, and the rest for other activities. Teacher-Pupil-Teacher (TPT) captured as Teacher-Student-Teacher (TST) in the case of this paper, is the recurring sequence during the whole duration of the discourse. Discourse analysis that was done to an audio recording transcript of a reading class observation revealed patterns that are primarily present in some, if not most, discourse analysis (DA) research literature. Interestingly, it, however, uncovered the following: for teacher’s way of questioning (in this case, echoice and epistemic), epistemic questions (mostly, rhetorical for this matter), were made reference(s) by the students in answering questions. Consequently, the lesson or activity became, to some extent, communicative, because of the above mentioned points.
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Burton, Jennifer. "“I’m Still Angry!” A Korean Student’s Self-Negotiation in her Canadian Classroom." in education 22, no. 2 (November 23, 2016): 3–19. http://dx.doi.org/10.37119/ojs2016.v22i2.306.
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Grounded in poststructuralist understandings of language and identity and Davies and Harré’s (1990) positioning theory, this paper explores one South Korean student’s educational experiences in her English as a Second Language (ESL) classroom, specifically related to subject positions and identity construction pertaining to language. Using a researcher diary, semi-structured interviews, and dialogue journals with one Korean university student, this paper reports findings from a qualitative study. The findings suggest a critical awareness of the effects of positioning on language learning experiences. The results indicate that although a student may exercise agency to take up or resist subject positions, this positioning is part of a greater discourse, generally outside the control of the student that constructs identity through particular social experiences. The results of this study will be of interest to researchers in the areas of language identity, second language learning, and higher education in the 21st century. Keywords: power; positioning; subject positions; identity; English language; discourse; international students