Classroom Discourse最新文献_第4页

Documenting oral feedback discourse during formal formative reading assessment with an emergent bilingual student 在正式的形成性阅读评估中记录口头反馈语篇

IF 1.4

Classroom Discourse Pub Date : 2022-07-26 DOI: 10.1080/19463014.2022.2090976

Joseph S. Tomasine

{"title":"Documenting oral feedback discourse during formal formative reading assessment with an emergent bilingual student","authors":"Joseph S. Tomasine","doi":"10.1080/19463014.2022.2090976","DOIUrl":"https://doi.org/10.1080/19463014.2022.2090976","url":null,"abstract":"ABSTRACT School-based social practices of oral feedback present challenges for all k-12 students. Ignoring these challenges during reading assessment contributes to a deficit view of emergent bilingual students, whose struggles to participate in formative feedback on reading performance may result from general unfamiliarity with school-based practices, rather than language proficiency. Drawing impetus from the New Literacy Studies and methodological principles from conversation analysis, the current study explores the discursive organization of oral feedback during formal formative reading assessment and its relationship to issues of knowledge construction and identity. Based upon a single-case analysis, this study demonstrates how one emergent bilingual student’s struggles to participate in oral feedback emerged not from language proficiency but from unfamiliarity with the social practices of sequential organization. Furthermore, it will be argued that the teacher’s attempts at feedback sequentially constructed her student’s emergent bilingual identity and prioritized knowledge constructed about him, over knowledge constructed by him.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"119 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73040748","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: 0

‘It’s not her, it’s hen’ – situated classroom use of the Swedish gender-neutral pronoun hen “不是她，是母鸡”——这是瑞典中性代词hen在课堂上的用法

IF 1.4

Classroom Discourse Pub Date : 2022-07-06 DOI: 10.1080/19463014.2022.2084427

Lars Wallner, Katarina Eriksson Barajas

引用次数: 0

Creating space for translingual sensemaking: a critical discourse analysis of teacher translanguaging during small-group reading 为译语语义创造空间:小组阅读中教师译语的批判性话语分析

IF 1.4

Classroom Discourse Pub Date : 2022-07-06 DOI: 10.1080/19463014.2022.2089704

Leah Shepard‐Carey

{"title":"Creating space for translingual sensemaking: a critical discourse analysis of teacher translanguaging during small-group reading","authors":"Leah Shepard‐Carey","doi":"10.1080/19463014.2022.2089704","DOIUrl":"https://doi.org/10.1080/19463014.2022.2089704","url":null,"abstract":"ABSTRACT There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study draws on translanguaging literacies theory to inquire: How does teacher translanguaging talk influence student engagement with translanguaging pedagogies, and hence contribute to or constrain a translingual sensemaking ecology? For this study, I employed critical discourse analysis to analyse 21 classroom lesson videos and corresponding transcripts of translanguaging pedagogies implemented in small group reading lessons. Findings showed that Ms. Hassan (classroom teacher) and I engaged in most of the translingual discourse during lessons. Specifically, we often used direct translations and limited questioning in our translanguaging with students during small group reading lessons, which seemingly did not expand opportunities for students make sense of texts in dialogic ways. Implications from this study demonstrate a need to explore more dialogic and child-centred translanguaging pedagogies, especially for younger emergent bilinguals, further moving away from teachers as authoritative, linguistic experts.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"37 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84150486","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: 2

Managing students’ insufficient answers in oral examinations 处理学生在口试中回答不充分的问题

IF 1.4

Classroom Discourse Pub Date : 2022-07-06 DOI: 10.1080/19463014.2022.2079694

Maria Njølstad Vonen, Marit Skarbø Solem, Karianne Skovholt

引用次数: 2

Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context 汉语耳语:国际中国学生在英语国家高等教育背景下的语言实践

IF 1.4

Classroom Discourse Pub Date : 2022-07-01 DOI: 10.1080/19463014.2022.2072353

A. Filipi, Mu-Sen Kevin Chuang

{"title":"Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context","authors":"A. Filipi, Mu-Sen Kevin Chuang","doi":"10.1080/19463014.2022.2072353","DOIUrl":"https://doi.org/10.1080/19463014.2022.2072353","url":null,"abstract":"ABSTRACT This study explored the language practices of a small group of international Chinese students in an anglophone Higher Education context where English was the medium of instruction. The context was the first year of an early childhood education course at an Australian university. Building on findings from research in conversation analysis on language alternation and medium of interaction, the analyses sought to unveil the students’ classroom verbal and nonverbal practices as they switched between Mandarin and English. Findings show that students’ preferred medium was monolingual: English for discussing taskwork and Mandarin for resolving disagreement or confusion, establishing understanding, and selecting a speaker. Alternation to Mandarin was accompanied by whispering and the embodied actions of ‘hiding’ behind the laptop while co-occurring laughter was used to signal a language switch or to index trouble or a delicate situation. These findings suggest that language choice was not simply a practice for restoring the preferred medium. Rather the students continued to speak Mandarin until the interactional motivation for its use was completed, which legitimized the use of their shared language. The paper ends with recommendations to inform pedagogy that is sensitive to the linguistic needs of international students in Higher Education in anglophone contexts.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"35 1","pages":"238 - 257"},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75502076","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

Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions 教师对学生在STEM课堂互动中手势反应的反应

IF 1.4

Classroom Discourse Pub Date : 2022-06-28 DOI: 10.1080/19463014.2022.2080086

Virginia J. Flood, Benedikt W. Harrer

{"title":"Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions","authors":"Virginia J. Flood, Benedikt W. Harrer","doi":"10.1080/19463014.2022.2080086","DOIUrl":"https://doi.org/10.1080/19463014.2022.2080086","url":null,"abstract":"ABSTRACT We contribute a preiously unidentified way representational gestures are used to organise participation and the co-construction of knowledge in whole-class interactions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Drawing on ethnomethodology and conversation analysis (EMCA), we characterise students’ gestured candidate responses and how teachers respond to them. To answer teachers’ questions, students sometimes use representational gestures to provide silent, ‘off-the-record’ tentative responses that we call gestured candidate responses (GCRs). Teachers can respond to GCRs by ratifying or declining students’ responses. Teachers’ responses to GCRs include (1) ratifying the GCR by nominating students to share the response, (2) ratifying the GCR by repeating the gestured response for the class, (3) declining the GCR by not publicly pursuing the contribution, or (4) declining the GCR by publicly rejecting the contribution. Our analysis contributes to a better understanding of how students use gesture and how teachers attend and respond to students’ gestures in STEM classroom discourse.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"31 1","pages":"281 - 301"},"PeriodicalIF":1.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89772752","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: 0

“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms “这可能有点棘手”:在公民课堂上讨论学科语言的上下文中

IF 1.4

Classroom Discourse Pub Date : 2022-06-24 DOI: 10.1080/19463014.2022.2084426

R. Walldén, P. Nygård Larsson

{"title":"“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms","authors":"R. Walldén, P. Nygård Larsson","doi":"10.1080/19463014.2022.2084426","DOIUrl":"https://doi.org/10.1080/19463014.2022.2084426","url":null,"abstract":"ABSTRACT This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students’ disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility – the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"28 1","pages":"302 - 325"},"PeriodicalIF":1.4,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75142455","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

Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction 对话验证:对话课堂互动中概念发展的话语分析

IF 1.4

Classroom Discourse Pub Date : 2022-06-08 DOI: 10.1080/19463014.2022.2079693

Roehl Sybing

引用次数: 0

In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective 转眼间:从微观社会学的视角理解教师的关系能力

IF 1.4

Classroom Discourse Pub Date : 2022-05-31 DOI: 10.1080/19463014.2022.2072354

Jonas Aspelin, Anders Eklöf

{"title":"In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective","authors":"Jonas Aspelin, Anders Eklöf","doi":"10.1080/19463014.2022.2072354","DOIUrl":"https://doi.org/10.1080/19463014.2022.2072354","url":null,"abstract":"ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"33 1","pages":"69 - 87"},"PeriodicalIF":1.4,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82026138","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: 2

Pre-Service teachers’ management of student-initiated word searches in an EFL classroom 职前教师对英语课堂学生主动词汇搜索的管理

IF 1.4

Classroom Discourse Pub Date : 2022-04-29 DOI: 10.1080/19463014.2022.2061543

G. Balikçi, Gölge Seferoğlu

{"title":"Pre-Service teachers’ management of student-initiated word searches in an EFL classroom","authors":"G. Balikçi, Gölge Seferoğlu","doi":"10.1080/19463014.2022.2061543","DOIUrl":"https://doi.org/10.1080/19463014.2022.2061543","url":null,"abstract":"ABSTRACT Searching for unknown words is a common interactional practice of learners in EFL classrooms. Language teachers exploit learner-initiated word searches in several ways to promote learning opportunities. However, it can be more challenging for pre-service teachers during their teaching practicum, as it is their first contact with students in a real classroom. Therefore, it is worth analysing how pre-service teachers manage word searches in classroom interaction during their practicum. For this reason, we video-recorded 43 lessons of 16 pre-service EFL teachers doing their practicum at a high school in Turkey. We analysed student-initiated word searches and the orientations of the pre-service teachers to them. The results indicate that word searches are collaborative practices shaped by momentary the pedagogical focus, and the use of L1. Teachers attend to the word search by choosing the appropriate candidate word or providing reformulation for the negotiated words. When they do not attend to the word search, they may let it pass or prioritize fluency. Those two pathways will be discussed in relation to learning opportunities and teachers’ classroom interactional competence, and implications regarding EFL classrooms will be presented.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"24 1","pages":"219 - 237"},"PeriodicalIF":1.4,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85371964","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: 0