Artículos de revistas: "Classroom discourse"

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Torr, Jane. "Classroom discourse". Australian Review of Applied Linguistics 16, n.º 1 (1 de enero de 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

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Phillips, Linda M. "Classroom discourse". Teaching and Teacher Education 6, n.º 2 (1990): 197–200. http://dx.doi.org/10.1016/0742-051x(90)90036-5.

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Harahap, Alamsyah y Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, n.º 2 (1 de diciembre de 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.012.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthardâ€™s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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4

Harahap, Alamsyah y Emzir Emzir. "TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, n.º 2 (1 de diciembre de 2015): 11–26. http://dx.doi.org/10.21009/ijlecr.012.12.

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English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthardâ€™s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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5

Khanal, Sushil. "Spoken Discourse Analysis: A Case Study of Kathmandu Shiksha Campus". Shiksha Shastra Saurabh 21 (31 de diciembre de 2018): 62–69. http://dx.doi.org/10.3126/sss.v21i0.35092.

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Discourse analysis has emerged as a gradually-growing discipline because of growing interest of linguists in studying language in natural setting: Some study of spoken discourse analysis in the few last decades has manifested that spoken discourse is sometimes highly-organized (in a fixed pattern) and sometimes loosely organised. In this paper, I have attempted to analyze how naturally occurring spoken discourses are organized in natural as well as in formal setting. This analysis is based on Sinclair- Coulthard analysis model developed in 1975. I have analyzed three different discourses; viz. Classroom Discourse, Discourse outside the classroom and Talk as Social activity observing the three different settings; viz. classroom, outside the classroom and social (where more than two participants are involved) settings. The findings of this analysis show that classroom discourse occurs in a fixed pattern rather discourse outside the classroom and talk as social activity do not occur in a fixed pattern.

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Nikula, Tarja, Christiane Dalton-Puffer y Ana Llinares García. "CLIL classroom discourse". Journal of Immersion and Content-Based Language Education 1, n.º 1 (6 de marzo de 2013): 70–100. http://dx.doi.org/10.1075/jicb.1.1.04nik.

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Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.

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7

Robinson, H. "TROUBLESHOOTING CLASSROOM DISCOURSE". American Speech 90, n.º 2 (1 de enero de 2015): 281–85. http://dx.doi.org/10.1215/00031283-3130379.

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Csomay, Eniko y Siew Mei Wu. "Language variation in university classrooms". Register Studies 2, n.º 1 (10 de abril de 2020): 131–65. http://dx.doi.org/10.1075/rs.18002.cso.

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Abstract Corpus-based university classroom discourse studies found differences in teaching as it relates to language use: discourse organization, levels of instruction and interactivity, and disciplinary differences in participant talk. These practices were primarily reported on US-based classrooms, while scholars with different foci looked at British university classrooms as well. However, a comparison of how discourse is organized in university classrooms in varying geographical contexts is still missing. The present study provides lexico-grammatical analyses of classroom discourse at a South-East Asian university as associations are made to the communicative and pedagogical functions in the discourse structure of lectures, and comparisons are made to a corpus of university classroom discourse from the US. Findings show differences in language use and associated discourse organizational patterns within three disciplinary areas (Humanities, Natural Sciences, and Engineering) as they are delivered in the two geographical contexts. Implications are discussed for register, disciplinary, and discourse structure studies.

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9

McClain, Kay, Maggie McGatha y Lynn L. Hodge. "Improving Data Analysis through Discourse". Mathematics Teaching in the Middle School 5, n.º 8 (abril de 2000): 548–53. http://dx.doi.org/10.5951/mtms.5.8.0548.

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The National Council of Teachers of Mathematics has been advocating the importance of effective communication in classrooms since the release of its Standards documents (NCTM 1989, 1991). This emphasis is echoed in Richards's (1991) description of an inquiry classroom (see also, e.g., Ball [1993]; Cobb, Wood, and Yackel [1991]; Lampert [1990]). In this setting, the teacher's role is to guide the negotiation of classroom norms to enable the teacher and students together to engage in meaningful mathematical discussions, which include asking questions, solving problems, posing conjectures, and formulating and critiquing mathematical arguments. An increased emphasis on communication in the mathematics classroom allows students the opportunity to discuss and validate mathematical ideas and to make and evaluate conjectures and arguments.

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10

Storm, Scott, Karis Jones y Sarah W. Beck. "Designing interpretive communities toward justice: indexicality in classroom discourse". English Teaching: Practice & Critique 21, n.º 1 (18 de enero de 2022): 2–15. http://dx.doi.org/10.1108/etpc-06-2021-0073.

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Purpose This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions. Design/methodology/approach Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality. Findings The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community. Originality/value This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

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11

Domalewska, Dorota. "Classroom Discourse Analysis in EFL Elementary Lessons". International Journal of Languages, Literature and Linguistics 1, n.º 1 (2015): 6–9. http://dx.doi.org/10.7763/ijlll.2015.v1.2.

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin y Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms". Learning Disability Quarterly 36, n.º 1 (16 de noviembre de 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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13

Kumaravadivelu, B. "Critical Classroom Discourse Analysis". TESOL Quarterly 33, n.º 3 (1999): 453. http://dx.doi.org/10.2307/3587674.

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14

Hasan, Ali S. "Analysing Bilingual Classroom Discourse". International Journal of Bilingual Education and Bilingualism 9, n.º 1 (15 de enero de 2006): 7–18. http://dx.doi.org/10.1080/13670050608668627.

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15

Sadeghi, Sima, Saeed Ketabi, Mansoor Tavakoli y Moslem Sadeghi. "Analyzing Classroom Discourse in an EFL Situation: Towards Critical Classroom Discourse Analysis". Social Sciences 7, n.º 1 (1 de enero de 2012): 24–29. http://dx.doi.org/10.3923/sscience.2012.24.29.

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16

Millei, Zsuzsanna J. "The Discourse of Control: Disruption and Foucault in an Early Childhood Classroom". Contemporary Issues in Early Childhood 6, n.º 2 (junio de 2005): 128–39. http://dx.doi.org/10.2304/ciec.2005.6.2.3.

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Disruption can be a result of a wide array of circumstances, but is commonly identified as a ‘control problem’ in early childhood classrooms. In this article, the author argues that the recognition of disruption as a ‘control problem’ is embedded in and governed by the social power and values entrenched in teaching discourses. Classroom practices draw strongly on the discourse of educational psychology and utilise its power and immanent knowledge to ‘discipline’ early childhood agents through classroom practices. These early childhood practitioners then become both an object and a subject of this knowledge. This article problematises particular discourses used in a metropolitan West Australian pre-primary classroom and aims to find alternative avenues to view disruption. To aid this search, the multiple meanings of ‘discipline’ in connection to behaviour management, learning and pedagogy are explored.

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17

Reinholz, Daniel L. y Niral Shah. "Equity Analytics: A Methodological Approach for Quantifying Participation Patterns in Mathematics Classroom Discourse". Journal for Research in Mathematics Education 49, n.º 2 (marzo de 2018): 140–77. http://dx.doi.org/10.5951/jresematheduc.49.2.0140.

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Equity in mathematics classroom discourse is a pressing concern, but analyzing issues of equity using observational tools remains a challenge. In this article, we propose equity analytics as a quantitative approach to analyzing aspects of equity and inequity in classrooms. We introduce a classroom observation tool that focuses on relatively low-inference dimensions of classroom discourse, which are cross-tabulated with demographic markers (e.g., gender, race) to identify patterns of more and less equitable participation within and across lessons. We argue that equity analytics can support researchers and practitioners in identifying subtle patterns of inequity in classroom discourse. As we show, even in classrooms with highly experienced, equityminded teachers, subtle inequities can emerge that are detectable through this quantitative methodology. To conclude, we discuss how equity analytics can complement qualitative approaches in the study of equity and inequity in classrooms.

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Hicks, Deborah A. "Individual and Social Meanings in the Classroom: Narrative Discourse as a Boundary Phenomenon". Journal of Narrative and Life History 4, n.º 3 (1 de enero de 1994): 215–40. http://dx.doi.org/10.1075/jnlh.4.3.03ind.

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Abstract This article explores narrative discourse in the classroom as individual and social meaning construction. Drawing largely on the work of Bakhtin—in particular, his theory of consciousness as a dialogic "boundary phenomenon"—the article positions classroom narrative discourses as co-constructions of meaning. The primary goal of the article is methodological in that it articulates how one might go about studying narratives as neither "inside" the individual nor "out there" in culture. A set of focusing questions are developed for exploring narratives in the classroom. Four focusing questions explore such aspects of narrative discourses as the sociocognitive history of activity settings, the moment-to-moment enactment of meaning, the individual child's reconstruction of meaning (his or her "internalization" of discourses), and developmental changes that occur in how children construct meaning from within textual contexts. These four questions are then applied to a case study of one child's classroom narrative discourses. This study of one first-grader serves as an exemplar of how such overlapping forms of textual inquiry could be applied to a developmental study of children's classroom discourse and learning. Last, issues of a societal-ethical nature are discussed as an important dimension of the theoretical and methodological positioning of narrative as a boundary phenomenon. (Classroom Discourse; Education)

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Woodward-Kron, Robyn y Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences". Australian Review of Applied Linguistics 30, n.º 1 (1 de enero de 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 y Louisa Remedios. "Classroom discourse in problem-based learning classrooms in the health sciences". Australian Review of Applied Linguistics 30, n.º 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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Saglam, Yılmaz, Sedat Kanadli, Vildan Karatepe, Emine Aynur Gizlenci y Pınar Goksu. "Dialogic Discourse in the Classroom". International Journal of Education in Mathematics, Science and Technology 3, n.º 4 (2 de octubre de 2015): 322. http://dx.doi.org/10.18404/ijemst.59862.

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Albukbak, Omar. "PRINCIPLES FOR EFFECTIVE CLASSROOM DISCOURSE". (Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة, n.º 04 (1 de octubre de 2015): 22–35. http://dx.doi.org/10.36602/faj.2015.n04.09.

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This article examines the importance of discourse analysis in language classroom. At the outset it describes what the discourse analysis is and its implications. It then proceeds to show the reasons for the learners’ difficulties in developing communicative competence and what the teacher should do to get over this problem. This paper also identifies the difficulties the Libyan learners of English face in acquiring English required to communicate in different situations. Then it explains the theory of zone of proximal development and examines the scope of scaffolding which can lead learners to engage in discourse authentically. It also examines the importance of collaborative learning to develop the students’ language competence. An example of a classroom activity is also presented. The article ends with the conclusion that discourse analysis in language classroom will greatly aid in language teaching and learning. Key Words: Discourse analysis, scaffolding, zone of proximal development

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Herbel-Eisenmann, Beth A. y Samuel Otten. "Mapping Mathematics in Classroom Discourse". Journal for Research in Mathematics Education 42, n.º 5 (noviembre de 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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Sinclair, John. "Classroom Discourse : Progress and Prospects". RELC Journal 18, n.º 2 (diciembre de 1987): 1–14. http://dx.doi.org/10.1177/003368828701800201.

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WOLFE, JOANNA. "Gender, Ethnicity, and Classroom Discourse". Written Communication 17, n.º 4 (octubre de 2000): 491–519. http://dx.doi.org/10.1177/0741088300017004003.

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26

Archer, Rosa. "Research methods for classroom discourse". International Journal of Research & Method in Education 43, n.º 5 (19 de octubre de 2020): 558–59. http://dx.doi.org/10.1080/1743727x.2020.1834067.

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Kramsch, Claire J. "Classroom Interaction and Discourse Options". Studies in Second Language Acquisition 7, n.º 2 (junio de 1985): 169–83. http://dx.doi.org/10.1017/s0272263100005350.

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This article takes a social-theoretical view of the reality created by a foreign language in the classroom. It examines the interaction of teacher and learners in their various activities along a continuum that extends from instructional to natural discourse and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggestions are made for broadening and diversifying the discourse options in the classroom to enrich the social context of the language learning experience.

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Heap, James L. "On task in classroom discourse". Linguistics and Education 1, n.º 2 (enero de 1988): 177–98. http://dx.doi.org/10.1016/s0898-5898(88)80004-4.

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Candela, Antonia. "Students' power in classroom discourse". Linguistics and Education 10, n.º 2 (enero de 1998): 139–63. http://dx.doi.org/10.1016/s0898-5898(99)80107-7.

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Lucas, Ceil y Denise Borders. "Language Diversity and Classroom Discourse". American Educational Research Journal 24, n.º 1 (enero de 1987): 119–41. http://dx.doi.org/10.3102/00028312024001119.

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Morton, Tom. "Research methods for classroom discourse". Classroom Discourse 11, n.º 3 (7 de enero de 2020): 292–95. http://dx.doi.org/10.1080/19463014.2019.1700143.

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Bonyadi, Alireza, Mehdi Kheyrollahi Kalvanagh y Minoo Bonyadi. "Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse". Discourse and Communication for Sustainable Education 12, n.º 2 (1 de diciembre de 2021): 45–53. http://dx.doi.org/10.2478/dcse-2021-0015.

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Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

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Lyster, Roy. "RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE". Studies in Second Language Acquisition 20, n.º 1 (marzo de 1998): 51–81. http://dx.doi.org/10.1017/s027226319800103x.

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This study examines aspects of communicative classroom discourse that may affect the potential of recasts to be noticed as negative evidence by young second language learners. The database comprises transcripts of over 18 hours of interaction recorded during 27 lessons in 4 immersion classrooms at the primary level. The 377 recasts in the database have been classified according to their pragmatic functions in classroom discourse and then compared to the teachers' even more frequent use of noncorrective repetition. Findings reveal that recasts and noncorrective repetition fulfill identical functions distributed in equal proportions and, furthermore, that teachers frequently use positive feedback to express approval of the content of learners' messages, irrespective of well-formedness, to accompany, also in equal proportions, recasts, noncorrective repetition, and even topic-continuation moves following errors. The findings suggest that, from the perspective of both learners and teachers, the corrective reformulations entailed in recasts may easily be overridden by their functional properties in meaning-oriented classrooms.

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Pastoor, Lutine de Wal. "Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse". European Journal of Psychology of Education 20, n.º 1 (marzo de 2005): 13–27. http://dx.doi.org/10.1007/bf03173208.

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Jora, ManaBahadur. "Classroom Discourse of English Language Classes in the Terai of Sudurpaschim Province". Journal of NELTA Gandaki 4, n.º 1-2 (1 de noviembre de 2021): 19–28. http://dx.doi.org/10.3126/jong.v4i1-2.42638.

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This article focuses on the classroom discourse of English language class in the Terai region of Sudurpaschim Province. It analyses the classroom discourse of secondary level English language classes. Classroom discourse in the English language class in the Terai region of Sudurpaschim Province has not been studied yet. Similarly, it aims to explore how classroom discourse is practiced in the English language classes and find out ways using English language from the linguistic perspective. Classroom discourse reciprocates the cultural development. Simultaneously, this article tries to show that classroom discourse is means of motivation and the study contends to show that classroom discourse is a means of interaction. Students and teachers can reflect their conceptualization in the class. Additionally, classroom discourse maintains cognitive aspect of teachers and learners. In the English language classroom, classroom discourse works as source of interaction and motivation. Furthermore, it provides opportunities to students. Thus, classroom interaction is the use of language in the class that we term as classroom discourse.

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Manouchehri, Azita y Dennis St John. "From Classroom Discussions to Group Discourse". Mathematics Teacher 99, n.º 8 (abril de 2006): 544–51. http://dx.doi.org/10.5951/mt.99.8.0544.

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The vision to transform mathematics classrooms into learning communities in which students engage in mathematical discourse is a remarkable hallmark of the current movement, led by the National Council of Teachers of Mathematics, to reform mathematics education (NCTM 1991, 2000). According to NCTM, “the discourse of a classroom—the ways of representing, thinking, talking, agreeing and disagreeing—is central to what students learn about mathematics as a domain of human inquiry with characteristic ways of knowing” (NCTM 1991, p. 34). Indeed, both the Principles and Standards for School Mathematics (2000) and Professional Standards for Teaching Mathematics (1991) recommend that teachers of mathematics provide opportunities for children of all ages to participate in mathematical discourse.

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Mullins, Sara Brooke. "Establishing a Community of Discourse Through Social Norms". Discourse and Communication for Sustainable Education 9, n.º 1 (1 de junio de 2018): 5–17. http://dx.doi.org/10.2478/dcse-2018-0001.

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Abstract While researchers, educators, state and national organizations, and policy makers are taking strides to help transform traditional mathematics classrooms into inquiry-based classrooms, they fail to address how to bridge the gap between creating discussions to developing mathematical discourse. One key component for producing inquiry-based classrooms is to have effective discussions (Smith & Stein, 2011). However, to have effective discussions, social norms must be in place that promote active participation from students (Sherin, 2002). Therefore, the purpose of this paper is to synthesize educational research on social norms in the mathematics classroom to identify key components teacher educators can focus on to help teachers establish and implement social norms that promote sustainable inquiry-based classrooms. Results suggest social norms must be developed through collaboration of the teacher and students, the classroom environment must be supportive of mathematical discussion, and finally, norms should be (re)negotiated to help change students’ ways of thinking.

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Andresen, Silje. "Being inclusive when talking about diversity". Nordic Journal of Comparative and International Education (NJCIE) 4, n.º 3-4 (29 de diciembre de 2020): 26–38. http://dx.doi.org/10.7577/njcie.3725.

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This paper explores how discourses of national identity are managed in one of Norway’s core institutions – the educational system. As Norway changed into a multi-ethnic society, classrooms became a central arena for individuals with different religious and ethnic backgrounds to meet. How boundaries of ‘Norwegianness’ are managed in the classroom is therefore of importance. Based on a thematic analysis of observations of classroom lessons and interviews with teachers in schools in Oslo, I argue that teachers navigate between several different yet overlapping discourses of 'being Norwegian'. Using the theoretical framework of bright and blurred boundaries and different understandings of ‘Norwegianness’, I show how teachers manage different discourses rooted in citizenship, cultural traditions, values, ethnic boundaries or Whiteness. These discourses can be activated simultaneously in society and in the classroom. However, the Norwegian school system’s core value of equality and inclusiveness gives precedence to the discourse based on citizenship. To manage the other discourses, teachers use different strategies when addressing boundaries along different dimensions of national belonging.

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Walshaw, Margaret y Glenda Anthony. "The Teacher’s Role in Classroom Discourse: A Review of Recent Research Into Mathematics Classrooms". Review of Educational Research 78, n.º 3 (septiembre de 2008): 516–51. http://dx.doi.org/10.3102/0034654308320292.

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Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse in the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for 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 (28 de octubre de 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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A. Katili, Adriansyah, Kartin Lihawa, Syarifuddin Ahmad y Hasanuddin Fatsah. "LANGUAGE FUNCTION IN THE CLASSROOM: A CLASSROOM DISCOURSE ANALYSIS". International Journal of Education and Social Science Research 04, n.º 02 (2021): 235–49. http://dx.doi.org/10.37500/ijessr.2021.4219.

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Trent, John. "Promoting investment by Chinese learners in classroom discourse". Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, n.º 1 (9 de mayo de 2008): 30–48. http://dx.doi.org/10.1075/japc.18.1.03tre.

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Within the English language teaching profession there is now general acceptance of the advantages of integrating language and content teaching. Yet challenges continue over how such integration can be accomplished within individual classrooms. In Asian universities using English as the medium of instruction (EMI), one of the key barriers to integration is the alleged reticence of learners to participate in spoken discourse within the classroom. If the language policy aims of these institutions are to be realized, these constraints need to be acknowledged. This paper uses a multidimensional investment framework to investigate the oral participation of one group of foreign language learners within their English for academic purposes (EAP) classroom at an EMI university in Hong Kong. Drawing on data from interviews, classroom observations, audiovisual recordings of classroom interaction, and documentary analysis, this paper argues that the successful integration of language and content teaching should include an appreciation of the institutional forces that constrain and enable learners’ oral investment, how learners deploy a variety of knowledge, skills and understandings in support of this investment, and the degree of freedom learners enjoy in shaping the processes and products of their investments. The implications of this research for classroom practices are explored.

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Sagala, Rakhmat Wahyudin. "CRITICAL DISCOURSE ANALYSIS: EXPERIENTIAL FUNCTION OF THE OPEN UNIVERSITY ELEARNING CLASSROOM". Kajian Linguistik dan Sastra 6, n.º 2 (31 de diciembre de 2021): 96–109. http://dx.doi.org/10.23917/kls.v6i2.15242.

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The transition from face-to-face to online education might be delayed not just by the needed computer abilities, but also by shifting self-concept requirements for instructors. The goal of this study was to expand existing knowledge of the phenomena of Critical Discourse Analysis (CDA) in e-learning classrooms that emphasize experiential function. The subjects were undergraduate students of the English Department who enrolled in Indonesia Open University elearning classroom. The objectives of the study are : 1) to identify the types of discourse in experiential function used by tutor online and students ; 2) to analyze the experiential function used by tutor online in elearning classroom ; 3) to investigate the types of discourse in experiential function dominantly used by tutor online and students. Descriptive qualitative research was implemented to reveal the data from discourse of online tutor and students in e-learning classrooms. The finding provides tutor online and students perform experiential function in their discourse in the process of teaching-learning in the classroom. There were 35 clauses found in the discourse including process, participants, and circumstances. Types of experiential function used by online tutor and students of Indonesia Open University were 1) Participant such as Actor, Goal, Senser, Phenomenon, Possessor, Possessed, Sayer, Verbiage and Carrier, 2) Process such as Material, Mental, Relational and Verbal, 3) Circumstance such as Location, Manner, Cause and Matter. More specifically, critical discourse analysis exists and incorporates textually and contextually communication signals. Hence, online tutors and students frequently employ some forms of experiential function in their e-learning conversations. Keywords: critical discourse analysis, experiential function, categories of experiential function, e-learning classroom, Indonesia Open University

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Zuengler, Jane. "Many lessons from a school: What classroom discourse analysis reveals". Language Teaching 44, n.º 1 (8 de enero de 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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Al-Zahrani, Mona Yousef y Abdullah Al-Bargi. "The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis". English Language Teaching 10, n.º 6 (25 de mayo de 2017): 135. http://dx.doi.org/10.5539/elt.v10n6p135.

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This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions’ characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

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Springer, G. T. y Thomas Dick. "Connecting Research to Teaching: Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom". Mathematics Teacher 100, n.º 2 (septiembre de 2006): 105–9. http://dx.doi.org/10.5951/mt.100.2.0105.

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The mathematics classroom envisioned by the NCTM Principles and Standards (2000) is one in which teachers deliver fewer monologues and engage in more dialogues with students. The teacher is not an ordinary participant in mathematics classroom discussion but plays a special role in facilitating and steering discourse. Calls for encouraging discourse in mathematics classrooms are pervasive, and the analysis of discourse has become a prominent theme in current mathematics education research. Nevertheless, while many teachers may feel the goal is a worthy one, some may also feel at a loss as to the specific strategies or techniques that may be used to encourage and facilitate meaningful mathematical discourse among their students.

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47

Springer, G. T. y Thomas Dick. "Connecting Research to Teaching: Making the Right (Discourse) Moves: Facilitating Discussions in the Mathematics Classroom". Mathematics Teacher 100, n.º 2 (septiembre de 2006): 105–9. http://dx.doi.org/10.5951/mt.100.2.0105.

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The mathematics classroom envisioned by the NCTM Principles and Standards (2000) is one in which teachers deliver fewer monologues and engage in more dialogues with students. The teacher is not an ordinary participant in mathematics classroom discussion but plays a special role in facilitating and steering discourse. Calls for encouraging discourse in mathematics classrooms are pervasive, and the analysis of discourse has become a prominent theme in current mathematics education research. Nevertheless, while many teachers may feel the goal is a worthy one, some may also feel at a loss as to the specific strategies or techniques that may be used to encourage and facilitate meaningful mathematical discourse among their students.

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48

Herbel-Eisenmann, Beth A., Michael D. Steele y Michelle Cirillo. "(Developing) Teacher Discourse Moves: A Framework for Professional Development". Mathematics Teacher Educator 1, n.º 2 (marzo de 2013): 181–96. http://dx.doi.org/10.5951/mathteaceduc.1.2.0181.

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We describe our ongoing efforts to design materials for supporting secondary mathematics teachers in using a set of Teacher Discourse Moves purposefully in order to develop classroom discourse that is both productive and powerful for students' learning. We focus on secondary mathematics classroom discourse because mathematical language and meanings get increasingly complex beginning in middle school, and most discourse-related work in mathematics education has focused on elementary school classrooms. We make explicit both the concepts we use and the translation of these theoretical concepts into ideas useful for practice. This article contributes to ongoing discussions about making visible the work of developing research-based professional development materials.

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Manouchehri, Azita y Mary C. Enderson. "Promoting Mathematical Discourse: Learning from Classroom Examples". Mathematics Teaching in the Middle School 4, n.º 4 (enero de 1999): 216–22. http://dx.doi.org/10.5951/mtms.4.4.0216.

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The NCTM's Professional Standards for Teaching Mathematics (1991) has directed attention to “discourse” in the mathematics classroom. This document recommends that mathematics instruction should promote students' discourse by orchestrating situations in which each individual's thinking is challenged and by asking students to clarify and justify ideas. “Discourse,” as described by the Standards document, highlights the way in which knowledge is constructed and exchanged in the classroom (Ball 1992). Teaching mathematics from the perspective of developing mathematical discourse requires building a new vision for mathematics classrooms and poses a major challenge for mathematics teachers at all levels. This challenge was recognized by D'Ambrosio (1995). She identified the need to build environments in which students construct a “personal relationship” with mathematics as one of the most important requirements for promoting and sustaining the type of discourse envisioned by the reform movement. In such environments, students engage in authentic mathematical inquiry; act like mathematicians as they explore ideas and concepts; and negotiate the meanings of, and the connections among, those ideas with others in class (D'Ambrosio 1995).

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Hand, Victoria y Tamsin Meaney. "Rousing Mathematics Classroom Discourse out of the Ice Age". Journal for Research in Mathematics Education 45, n.º 3 (mayo de 2014): 397–400. http://dx.doi.org/10.5951/jresematheduc.45.3.0397.

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Our connected world is exploding with images and sounds of cultural hybridity and fluidity. Mathematics classrooms, however, remain frozen in time. One consequence of this inertia is that mathematics education, rather than being a way to provide opportunities that lead to better lives for students, continues to limit those opportunities by reproducing existing societal inequities (Ernest, 2009). The inertia continues despite Herculean efforts by a range of stakeholders in mathematics education to broaden and diversify the voices participating in classroom mathematical conversations. What does the contrast between the increasingly dynamic and “flattened” (Friedman, 2005) nature of our global culture and the static and hierarchical nature of the mathematics classroom have to do with a book about classroom mathematical discourse and issues of equity?

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