Classroom Discourse最新文献_第6页

Languaging dynamics in interactive lecturing: exploring an embodied approach to deep learning in L2 higher education contexts 互动教学中的语言动态:探索二语高等教育情境下深度学习的具体方法

IF 1.4

Classroom Discourse Pub Date : 2022-01-05 DOI: 10.1080/19463014.2021.1971543

Dan Shi, Derek S. Irwin, Pi-Yi Du

{"title":"Languaging dynamics in interactive lecturing: exploring an embodied approach to deep learning in L2 higher education contexts","authors":"Dan Shi, Derek S. Irwin, Pi-Yi Du","doi":"10.1080/19463014.2021.1971543","DOIUrl":"https://doi.org/10.1080/19463014.2021.1971543","url":null,"abstract":"ABSTRACT The present study aims to explore an embodied approach to students’ deep learning; specifically, how deep learning is interactively achieved through teachers’ languaging dynamics and multimodal representations in interactive lecturing in L2 higher education (HE) contexts. The purpose is to understand how an instructor’s embodied and multimodal pedagogical practices of interactive teaching facilitate students’ active classroom engagement in lecture sessions that are often considered a form of passive knowledge transmission. The case study focuses on the languaging dynamics mobilised by the target teacher participant, who has been recognised as a representative of teaching excellence due to an international background and rich localised teaching experience. Aligned with the theoretical underpinnings of an embodied approach to learning from a constructivist perspective, this study focuses on the multimodal repertoire employed by the teacher’s use of gestures to stimulate students’ responses to the pedagogically designed high-order questions. We argue that this complementarity encourages thinking and active learning in the knowledge transfer. Further, this embodied interactive teaching mode with the affordances of gestures not only supports learning potential for information transmission but also affords action potentials for cognitive thinking and projected interaction for knowledge transformation in the active learning process.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"105 1","pages":"147 - 166"},"PeriodicalIF":1.4,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91222201","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

Requests for assistance in the third-age language classroom 在三年级语言课堂上请求帮助

IF 1.4

Classroom Discourse Pub Date : 2022-01-05 DOI: 10.1080/19463014.2021.2013910

Mara van der Ploeg, Annerose Willemsen, Louisa Richter, Merel Keijzer, T. Koole

引用次数: 5

Navigating sources of teacher uncertainty: exploring teachers’ collaborative discourse when learning a new instructional approach 导航教师不确定性的来源:探索教师在学习一种新的教学方法时的合作话语

IF 1.4

Classroom Discourse Pub Date : 2022-01-03 DOI: 10.1080/19463014.2021.2013266

Emily Starrett, Carla M. Firetto, Michelle E. Jordan

{"title":"Navigating sources of teacher uncertainty: exploring teachers’ collaborative discourse when learning a new instructional approach","authors":"Emily Starrett, Carla M. Firetto, Michelle E. Jordan","doi":"10.1080/19463014.2021.2013266","DOIUrl":"https://doi.org/10.1080/19463014.2021.2013266","url":null,"abstract":"ABSTRACT As educators learn about new tools to utilise in their classrooms, there can be questions and ambiguity that accompany the new information; yet they are not always given time or support to address their questions. Acknowledging and embracing the uncertainties that teachers inevitably face when learning about new instructional approaches can help push them to explore new possibilities and better support student learning. Taking a qualitative discourse analytic approach, we used a single-group case study design to explore how a group of STEM teachers navigate uncertainty when learning a new instructional approach throughout two collaborative discourse sessions within the context of a professional learning space. Grounding our study in a social constructivist lens, we interpreted and compared the sources of uncertainty that teachers expressed. We then mapped out the flow of the conversations to explore how teachers navigated those sources through the trajectory of their collaborative discourse. Analysis revealed that teachers expressed uncertainties while offering suggestions in the form of pedagogical techniques in response to others’ uncertainties, often leading to shifts, resolutions, and generations of new uncertainty expressions. We suggest that professional learning spaces offer an opportunity for teachers to collaboratively navigate their uncertainties when learning new instructional approaches.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"11 1","pages":"45 - 68"},"PeriodicalIF":1.4,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79475758","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: 3

Supporting student–teacher development of elicitations over time: a conversation analytic intervention 随着时间的推移，支持学生-教师的启发发展:对话分析干预

IF 1.4

Classroom Discourse Pub Date : 2021-12-13 DOI: 10.1080/19463014.2021.1946112

Lauren Carpenter

引用次数: 2

Assessment in the zone of proximal development: simulator-based competence tests and the dynamic evaluation of knowledge-in-action 最近发展区评估:基于模拟器的能力测试和行动中的知识的动态评估

IF 1.4

Classroom Discourse Pub Date : 2021-11-02 DOI: 10.1080/19463014.2021.1981957

Charlott Sellberg, Mona Lundin, R. Säljö

引用次数: 5

Translation in EFL teacher talk in Chinese universities: a translanguaging perspective 中国大学英语教师话语中的翻译:一个跨语言视角

IF 1.4

Classroom Discourse Pub Date : 2021-09-16 DOI: 10.1080/19463014.2021.1960873

Miaomiao Zuo, Steve Walsh

引用次数: 4

The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege 课堂谈话中的微观政治:追踪学生在种族、地位和特权问题上立场的转变

IF 1.4

Classroom Discourse Pub Date : 2021-09-14 DOI: 10.1080/19463014.2021.1975552

Ana Ferreira

{"title":"The micro-politics of classroom talk: tracking students’ shifting positions on race, place and privilege","authors":"Ana Ferreira","doi":"10.1080/19463014.2021.1975552","DOIUrl":"https://doi.org/10.1080/19463014.2021.1975552","url":null,"abstract":"ABSTRACT For the socially conscious teacher working in diverse classrooms, conversation can surface and productively engage the politics of difference. Poststructuralist discourse analysis and/or positioning theory have provided insights into the students’ subject positions and discourses in such conversations. However, studies are often limited by the use of brief extracts from lesson transcripts, making it difficult to detect how students are positioning one another and how subject positions shift over time. This article seeks to make a contribution by using extended extracts of moment-by-moment classroom talk to track the subject positions that students take up and map the discourses they draw on over time in an extended conversation. This qualitative case study examines classroom talk in a racially desegregated classroom in an elite school in South Africa. The issues that emerge provide insights into the ways in which students navigate discursive positions on race, place and privilege. Findings suggest that when the interactional order of the classroom is such that students’ diverse knowledges and experiences are invited in, students collectively gain access to a multiplicity of discourses which can be used as resources to rethink their own subject positions and begin to imagine alternative positions from which to view their worlds.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"5 1","pages":"293 - 311"},"PeriodicalIF":1.4,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73934229","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: 3

Translanguaging and scaffolding as pedagogical strategies in a primary bilingual classroom 小学双语课堂教学策略的翻译与框架

IF 1.4

Classroom Discourse Pub Date : 2021-09-13 DOI: 10.1080/19463014.2021.1954960

Nayalin Pinho Feller

{"title":"Translanguaging and scaffolding as pedagogical strategies in a primary bilingual classroom","authors":"Nayalin Pinho Feller","doi":"10.1080/19463014.2021.1954960","DOIUrl":"https://doi.org/10.1080/19463014.2021.1954960","url":null,"abstract":"ABSTRACT This study aimed at investigating when, and for which purposes, teachers and pupils translanguaged in a third-grade classroom [8–9 year olds] in a private bilingual school in northern Portugal. It also aimed at highlighting effective scaffolding strategies developed by the teachers in the Natural and Social Sciences (NSS) and English Language (EL) lessons. Classroom observations were conducted for a six-month period. Data was collected through participant-observation, using a single case study design with multiple embedded units of analysis. Data analysis was performed qualitatively by analysing language use in fieldnotes from classroom observations, audio recordings of NSS and EL lessons, and a pupil survey and also through content analysis for teachers’ written reflections. A total of 26 categories were derived under different types of translanguaging and scaffolding strategies used both by the teachers and the pupils. It was found that translanguaging was used for the teaching of content and to establish communication, and it was both teacher-directed and pupil-directed. Findings have implications for educators when considering how translanguaging can be used as a pedagogical tool in Content and Language Integrated Learning (CLIL) classrooms.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"16 1","pages":"312 - 335"},"PeriodicalIF":1.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89116761","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: 3

The role of tag questions in classroom discourse in promoting student engagement 反义疑问句在课堂话语中促进学生参与的作用

IF 1.4

Classroom Discourse Pub Date : 2021-09-13 DOI: 10.1080/19463014.2021.1954959

J. Parkinson, Lauren Whitty

{"title":"The role of tag questions in classroom discourse in promoting student engagement","authors":"J. Parkinson, Lauren Whitty","doi":"10.1080/19463014.2021.1954959","DOIUrl":"https://doi.org/10.1080/19463014.2021.1954959","url":null,"abstract":"ABSTRACT In classroom teaching, where teachers front a large class of students, opportunities for students to talk are limited, with much classroom talk by students involving answering teacher questions. This raises the question of how teachers promote student engagement in their lessons. Using a 394,671-word corpus of recorded teaching in vocational education, this study investigates a discourse feature of classroom discourse, the use of tag questions. Our study compares the use of tag questions in two teaching contexts: teacher-fronted whole-class teaching in the classroom and teaching through interacting with individuals or pairs during skills-teaching in the workshop or construction site. Every tag question (755) in this corpus was analysed for polarity, position in turn, intonation and speech function. The study shows the importance of tag questions in both contexts in involving students in the instructors’ on-going explanations both in silent thought and through brief verbal responses or actions. Instructors also use tag questions to focus students’ attention, to ensure that students are following their explanations, to involve students in problem-solving, to seek information about students’ practical work, to remind them of known information, and to construct them as co-experts who already have some knowledge and judgement related to their vocational field.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"18 1","pages":"83 - 105"},"PeriodicalIF":1.4,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89656382","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

Micro-reflection on classroom communication 课堂交际的微观反思

IF 1.4

Classroom Discourse Pub Date : 2021-07-19 DOI: 10.1080/19463014.2021.1954961

Karianne Skovholt

引用次数: 0