Learning discourse : classroom learning in and through discourse : a case study of a Norwegian multiethnic classroom (original) (raw)

Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse

European journal of psychology of education, 2005

This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic classroom. Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway reveals that a discrepancy between teachers' implicit assumptions of what is "common knowledge" and minority pupils' lack of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings, are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation, afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should not be looked upon as "transmission errors", that are something to be avoided in classroom dialogue, but might be viewed as generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio recordings, field notes and interviews.

Discourse Analysis and the Study of Classroom

2006

Discourse Analysis and the Study of Classroom Language and Literacy Events presents analyses of classroom discourse in relation to language and literacy events from a microethnographic perspective. It is a timely publication that reflects increasingly strong concerns over issues ranging from gender, race, identity and power relations within and beyond classrooms. The book contains a forward, an introduction and five chapters. The forward by Brian Street begins the book well on a good note.

CLASSROOM DISCOURSE OF TEACHERS AND LEARNERS

This study investigated the classroom discourses of 19 freshman language (3) and content (16) teachers handling 15 core subjects at the Ilocos Sur Polytechnic State College (ISPSC) Sinclair and Coulthard's (1975) Model along with Searle's (1969) Speech Act Theory determined teacher's discourse patterns and speech acts.

Classroom Discourse Analysis Chapter 2

This second edition of Classroom Discourse Analysis provides teachers with the tools to analyze talk in their own classrooms. Through discussions of classic and contemporary classroom research as well as examples, activities, and questions, the fi rst chapters walk readers through the techniques for recording, viewing, transcribing, and analyzing classroom interaction. The subsequent chapters focus on specifi c features of talk and interaction: patterns of turn-taking, the effects of intonation and nonverbal behavior, the role of storytelling in classrooms, and the way participation is framed by both physical classroom arrangements and ways of speaking. This new edition introduces a " repertoire approach " to the study of talk in classrooms, highlights the increasing role of linguistic variety and Internet resources, and includes examples from current research that emphasizes these aspects of classroom interaction.

Features of Classroom Discourse

English classroom discourse is an indispensable element of English teaching and learning. It is the teacher's capability to handle learner contributions which will settle the success or fail of a lesson. The present review article focuses on classroom discourses. Four features of classroom discourse were investigated including, the importance of classroom discourse, the amount of teacher talk and the effects of giving feedback, the impact of teacher question, and error treatment. The present article, according to communicative English classroom discourses, also tried to investigate time of the teacher talk, questions in classroom, and different forms of feedback. The findings explained that although communicative approach and classroom reciprocal action are strongly supported, communication in the classroom is mainly teacher-initiated. It is therefore suggested that teachers should provide students with more opportunities to take more roles in the class. Finally, it was concluded that to what extent the teacher should be experienced to manage the classroom in a communicative way which will lead to more learning.

Classroom Discourse Of Malay Language Lesson: A Critical Analysis

2006

Research on the teaching and learning process of the Malay language in the classroom usually focuses on the method, content, strategy and teaching aids. Moving away from this norm, this research article examines the process from the discourse analysis perspective called pedagogic discourse analysis, with an adaptation of Fairclough's Critical Discourse Analysis Framework (1992; 1995). The discussion is based on several hours of teaching-learning case study conducted in a secondary school classroom, which emphasizes integrated curriculum in an attempt to understand the unseen social processes, i.e. teacher dominance in discourse. The research findings indicate that teacher dominance is concealed in turn-taking system, types of questions posed by the teacher, discourse control and the overall structure of the discourse, which have their implications on the implementation of the National Education Philosophy. Contrary to the emphasis on student centredness and thinking skills as laid out by the Integrated Curriculum for Secondary School, it is found that the nature of the learning process in the classroom hardly focused on students' thinking skills. This article argues that students should be given the opportunity to exercise their critical and creative potentials.

A Theoretical Review of Classroom Discourse

International Journal of Academic Research in Progressive Education and Development, 2017

This paper reviews the characteristics of classroom discourse and interactional routines in an adult classroom. Classroom discourse differs in functions and forms from language used in other contexts as teachers and students have specific goals and engage in different sets of activities in the classroom. Student learning is influenced by their ability to negotiate meaning and work together in completing the given tasks. The successful negotiation of meaning suggests that learning has taken place. On the other hand, teacher talk also influences the student learning. Teachers in classroom modify and simplify their talk to suit their objectives and effectively engage students with different levels of proficiency. This paper concludes that an effective classroom discourse involves successful negotiation of meanings not only between teacher and student(s) but also between student(s) and students(s).