Classroom Discourse最新文献_第10页

Subject literacy in culturally diverse secondary schools: supporting EAL learners 多元文化中学的学科素养:支持EAL学习者

IF 1.4

Classroom Discourse Pub Date : 2020-07-27 DOI: 10.1080/19463014.2020.1797844

K. Frantz

引用次数: 1

Classroom socialisation: repair and correction in Japanese as a heritage language 课堂社会化:日语作为传统语言的修复与纠正

IF 1.4

Classroom Discourse Pub Date : 2020-07-23 DOI: 10.1080/19463014.2020.1789483

Matthew Burdelski

{"title":"Classroom socialisation: repair and correction in Japanese as a heritage language","authors":"Matthew Burdelski","doi":"10.1080/19463014.2020.1789483","DOIUrl":"https://doi.org/10.1080/19463014.2020.1789483","url":null,"abstract":"ABSTRACT This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children’s novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted and used), in ways that treated them (or sometimes the social actions performed through them) as problematic. Through a multimodal analysis of other-initiated repair turns and the sequences in which they were lodged, it examines how students responded, and whether and how teachers engaged in correction. In aiming to bridge research on classroom discourse using conversation analysis (CA) and language socialisation, the paper argues how repair and correction are practices for conveying the school language policy to ‘speak only in Japanese’. It also argues that these practices have the potential for socialising students beyond the classroom, to membership into (an imagined) Japanese society where monitoring one’s language use as a bilingual Japanese-English speaker may be important because the excessive use of English loanwords can become an object of others’ negative attitudes and evaluations.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Wearing two hats: managing affiliation and instruction when responding to learner-initiated experiences in the adult ESL classroom 身兼两职:在成人ESL课堂中应对学习者主动体验时，管理隶属关系和指导

IF 1.4

Classroom Discourse Pub Date : 2020-07-02 DOI: 10.1080/19463014.2019.1602843

Carol Hoi Yee Lo

引用次数: 2

The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers 运用社会符号学多模态理论和联合行动理论描述教学实践:两个有经验教师的案例研究

IF 1.4

Classroom Discourse Pub Date : 2020-07-02 DOI: 10.1080/19463014.2019.1570528

Luciana Moro, E. Mortimer, A. Tiberghien

{"title":"The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers","authors":"Luciana Moro, E. Mortimer, A. Tiberghien","doi":"10.1080/19463014.2019.1570528","DOIUrl":"https://doi.org/10.1080/19463014.2019.1570528","url":null,"abstract":"ABSTRACT The aim of this study is to better understand how teachers use various embodied semiotic modes – speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse the video data and to describe the productions of two teachers from selected short episodes. The results show several similar elements of these teachers’ practices. In particular, their use of several coordinated modes to make a coherent meaning to complex aspects of scientific knowledge such as three- dimensional representations of chemical structures or the relation between an experiment and its model of light diffraction. Both teachers create signs by taking everyday things from their environment to re-signify them in a scientific way. Simultaneously they maintain contact with their students through their gaze and their position. In this way, they create or strengthen the classroom habits related to the explanation of knowledge.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83915935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 23

Laughter and smiling: sequential resources for managing delayed and disaligning responses 大笑和微笑:管理延迟和不一致反应的连续资源

IF 1.4

Classroom Discourse Pub Date : 2020-06-29 DOI: 10.1080/19463014.2020.1778497

S. Looney, Yingliang He

{"title":"Laughter and smiling: sequential resources for managing delayed and disaligning responses","authors":"S. Looney, Yingliang He","doi":"10.1080/19463014.2020.1778497","DOIUrl":"https://doi.org/10.1080/19463014.2020.1778497","url":null,"abstract":"ABSTRACT This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling do. Around delayed responses, a teacher and students smile and produce standalone laughter that orients to students not responding promptly in teacher-initiated sequences as well as to subsequent actions of the teacher. Following disaligning responses, students produce standalone laughter that orients affiliatively to the non-serious nature of disaligning turns. In contrast, the teacher’s interpolated particles of aspiration and smile voice, while recognising the playfulness of disaligning turns, is more disaffiliative and precedes turns in which the teacher redirects the nature of the interaction seriously. Thus, the work that laughter does is not necessarily purely affiliative or disaffiliative but falls on a spectrum of (dis)affiliation. The analysis suggests that laughter and smiling are key resources in the management of sensitive moments in classroom interaction involving uncertainty, the mitigation of sensitive actions, and (dis)affiliation.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19463014.2020.1778497","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72398163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Social interaction in language teacher education 语言教师教育中的社会互动

IF 1.4

Classroom Discourse Pub Date : 2020-05-27 DOI: 10.1080/19463014.2020.1760115

Joanna Baumgart

引用次数: 3

Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work 通过指导建立联系:教师在对学生作业进行反馈时使用的附属互动资源

IF 1.4

Classroom Discourse Pub Date : 2020-05-13 DOI: 10.1080/19463014.2020.1742174

Elena Shvidko

引用次数: 6

Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons 以学生为中心的数学课中同伴互动中联合活动的发起与决策

IF 1.4

Classroom Discourse Pub Date : 2020-04-26 DOI: 10.1080/19463014.2020.1744457

Anniina Kämäräinen, Lasse Eronen, P. Björn, E. Kärnä

{"title":"Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons","authors":"Anniina Kämäräinen, Lasse Eronen, P. Björn, E. Kärnä","doi":"10.1080/19463014.2020.1744457","DOIUrl":"https://doi.org/10.1080/19463014.2020.1744457","url":null,"abstract":"ABSTRACT This study describes how students initiate and manage transitions between activities during group-work. Audio and video recordings were collected in secondary school mathematics lessons (6 x 75 min) based on student-centred learning and the idea of minimal teacher instruction. In these lessons, the students were given the responsibility to initiate and direct their own activities. Drawing on conversation analysis, the study focused on explicating a) two alternative initiating action formats: proposal and announcement, b) the co-participants’ responses and c) how these turns influence the nature of decision-making and subsequent group-work. The findings showed that joint activities were typically initiated through proposals formulated in interrogative or declarative construction. These equal ways of directing co-participants called for shared decision-making. If the proposal was followed by explicit or implicit resistance, the students used various verbal, embodied and material resources to engage the co-participant in negotiating and aligning with the proposed activity. Further, these sequences generally led to a collaborative working mode. By contrast, announcement was based on the initiator’s decision, and these sequences led to a guided working mode structured by the initiator. The findings extend our understanding of how a group of students coordinate transitions between activities.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73454830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Concluding thoughts on applying critical discourse analysis to classrooms 批判性话语分析应用于课堂的总结性思考

IF 1.4

Classroom Discourse Pub Date : 2020-04-02 DOI: 10.1080/19463014.2020.1762099

Catherine Wallace

引用次数: 0

Investigating ideology through framing: a critical discourse analysis of a critical literacy lesson 透过框架调查意识形态:一门批判性识字课的批判性话语分析

IF 1.4

Classroom Discourse Pub Date : 2020-04-02 DOI: 10.1080/19463014.2020.1748674

Csilla Weninger

{"title":"Investigating ideology through framing: a critical discourse analysis of a critical literacy lesson","authors":"Csilla Weninger","doi":"10.1080/19463014.2020.1748674","DOIUrl":"https://doi.org/10.1080/19463014.2020.1748674","url":null,"abstract":"ABSTRACT This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher’s talk but also through the more subtle, interactional orchestration of activities. These ideologies, it is argued, pedagogically position the lessons with reference to a procedural, exam-oriented frame, undermining the potential of the content of the talk and the critical literacy unit. Two key implications are drawn from the analysis. First, that in settings with deeply entrenched pedagogic traditions of standards, exam-focused literacy and the attendant instrumentalist view of language education, critical literacy educators may find it helpful to make these ideologies themselves the target of a critical literacy curriculum. Second, it is argued that the notion of frame can be usefully drawn upon in critical analyses of classroom discourse to make visible and understand how ideology as an interpretive framework shapes classroom talk and the learning made possible by that talk.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82324320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4