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Classroom Discourse最新文献

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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 Pub Date : 2020-07-27 DOI: 10.1080/19463014.2020.1797844
K. Frantz
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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 Pub Date : 2020-07-23 DOI: 10.1080/19463014.2020.1789483
Matthew Burdelski
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.
摘要:本文探讨了一项关于目标语言日语使用的世俗制度语言政策的课堂社会化。基于日语作为传统语言(JHL)课堂上的视听记录,它分析了教师对儿童小说英语外来词(即在日语中发音但未被广泛接受和使用的英语单词)进行修复的情节,以将它们(或有时通过它们进行的社会行为)视为有问题的方式。通过对他人发起的修复转弯及其发生顺序的多模态分析,研究了学生的反应,以及教师是否以及如何进行纠正。为了利用对话分析(CA)和语言社会化在课堂话语研究中架起桥梁,本文论证了修复和纠正是如何传达“只说日语”的学校语言政策的实践。该研究还认为,这些做法有可能使学生在课堂之外融入社会,成为(想象中的)日本社会的一员。在日本社会,作为一名日语和英语双语者,监控自己的语言使用可能很重要,因为过度使用英语外来词可能会成为他人负面态度和评价的对象。
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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 Pub Date : 2020-07-02 DOI: 10.1080/19463014.2019.1602843
Carol Hoi Yee Lo
ABSTRACT Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional exigencies such as offering corrective feedback and restoring the progressivity of pedagogical activities without compromising the conveyance of affiliation. In so doing, the teacher can create rapport while fulfilling the pedagogic aims of the language classroom. Findings of this study shed light on how the interpersonal and the instructional dimensions of language teaching can be balanced in situ.
摘要:本文以成人ESL课程的录像为基础,探讨了一位经验丰富的教师在解决语言课堂制度目标的同时,如何回应学习者主动提出的个人经历。具体来说,我展示了三种实践,使教师能够解决制度上的紧急情况,如提供纠正性反馈和恢复教学活动的进步性,而不损害联系的传递。这样,教师就可以在实现语言课堂教学目标的同时创造融洽的关系。本研究的发现揭示了语言教学的人际关系和教学维度如何在原位平衡。
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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 Pub Date : 2020-07-02 DOI: 10.1080/19463014.2019.1570528
Luciana Moro, E. Mortimer, A. Tiberghien
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.
本研究的目的是为了更好地理解教师在向全班呈现科学内容时如何使用各种具身符号学模式——言语、手势、凝视和肢体语言。为了分析这些教师的多模态实践,我们将多模态的社会符号学理论与教学中的联合行动理论相结合。我们使用案例研究方法来分析视频数据,并从选定的短集中描述两位教师的作品。结果显示,这些教师的实践中有几个相似的因素。特别是,他们使用几种协调模式,使科学知识的复杂方面具有连贯的意义,例如化学结构的三维表示或实验与其光衍射模型之间的关系。两位老师都将日常生活中的事物从他们的环境中提取出来,以科学的方式重新象征它们,从而创造出符号。同时,他们通过他们的目光和他们的位置与学生保持联系。通过这种方式,他们创造或加强了与知识解释相关的课堂习惯。
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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 Pub Date : 2020-06-29 DOI: 10.1080/19463014.2020.1778497
S. Looney, Yingliang He
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.
本文研究了在课堂互动展开的两种类型的干扰中使用笑声和微笑来管理(不)联系:延迟和不一致的反应。分析表明,顺序位置和体现轮设计对于理解笑声和微笑的(非)从属作用是不可或缺的。在延迟的反应中,老师和学生微笑并产生独立的笑声,这是针对学生在老师发起的序列中没有及时反应以及老师随后的动作。在不一致的反应之后,学生们产生了独立的笑声,这种笑声与不一致的转身的非严肃性质有关。相比之下,教师插入的渴望和微笑的声音,在认识到不一致的回合的游戏性的同时,更具有分离性,并且在教师严肃地重新引导互动性质的回合之前。因此,笑所做的工作不一定是纯粹的从属或非从属的,而是属于(非)从属的范围。分析表明,笑声和微笑是管理课堂互动中的敏感时刻的关键资源,涉及不确定性、敏感行为的缓解和(不)从属关系。
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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 Pub Date : 2020-05-27 DOI: 10.1080/19463014.2020.1760115
Joanna Baumgart
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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 Pub Date : 2020-05-13 DOI: 10.1080/19463014.2020.1742174
Elena Shvidko
ABSTRACT Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students’ work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is crucial for teacher–student rapport. Therefore, it is important for teachers to know how to provide feedback in more affiliative, less threatening ways. Employing multimodal microanalysis of teacher–student interaction, this study demonstrates how one writing teacher used affiliative interactional resources–expressing empathy, being playful, and offering a compliment–in a way that was likely to minimise her imposition, reduce the authoritarian character of her feedback, and create affiliative moments with students while providing feedback on their work. Reflecting on the results of this analysis, the article offers pedagogical implications.
对学生作业提供反馈是教育学的重要组成部分。然而,在评价学生的作业时,教师可能会在不经意间建立自己和学生之间的距离。这可能与维持积极的课堂氛围和发展与学生的人际团结相冲突,而这对师生关系至关重要。因此,教师知道如何以更亲近、更少威胁的方式提供反馈是很重要的。通过对师生互动的多模态微观分析,本研究展示了一位写作老师如何使用附属互动资源——表达同理心、开玩笑和提供赞美——以一种可能最大限度地减少她的强加,减少她的反馈的专制特征,并在为学生提供工作反馈的同时创造与学生的附属时刻。通过对分析结果的反思,本文提出了教学意义。
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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 Pub Date : 2020-04-26 DOI: 10.1080/19463014.2020.1744457
Anniina Kämäräinen, Lasse Eronen, P. Björn, E. Kärnä
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.
本研究描述了学生如何在小组工作中发起和管理活动之间的过渡。基于以学生为中心的学习和教师指导最少的理念,在中学数学课(6 x 75分钟)中收集了音频和视频记录。在这些课程中,学生们被赋予了发起和指导自己活动的责任。通过对话分析,本研究重点阐述了a)两种可选择的启动行动形式:提议和公告,b)共同参与者的反应,以及c)这些转变如何影响决策的性质和随后的小组工作。研究结果表明,联合活动通常是通过疑问句或陈述句结构提出的建议发起的。这些指导共同参与者的平等方式要求共同决策。如果提议之后有明确或隐含的抵制,学生们使用各种口头、具体和物质资源来吸引共同参与者进行谈判并与提议的活动保持一致。此外,这些序列通常导致协作工作模式。相比之下,公告是基于发起者的决定,这些序列导致由发起者构建的引导工作模式。这些发现扩展了我们对一群学生如何在活动之间协调过渡的理解。
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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 Pub Date : 2020-04-02 DOI: 10.1080/19463014.2020.1762099
Catherine Wallace
ABSTRACT Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in classroom discourse. The current special issue represents one of several noteworthy approaches to discourse that continues to make an impact in the literature. Namely, contributors to the special issue consider why it is important to take a critical perspective beyond the interests of the micro discursive features of teaching and learning. Collectively, the contributions make connections between the teaching and learning that occurs within a classroom space and wider societal factors that come to shape such discourses.
课堂话语是一个跨学科的研究领域,它涉及多个知识领域,包括教育学、教师培训、第二语言习得和实践社区等。随着课堂话语的不断发展和演变,学者们研究课堂话语的方法也在不断发展。当前的特刊代表了几个值得注意的话语方法之一,继续对文学产生影响。也就是说,特刊的撰稿人考虑了为什么在教学和学习的微观话语特征之外采取批判性视角是重要的。总的来说,这些贡献将课堂空间内的教与学与塑造这种话语的更广泛的社会因素联系起来。
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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 Pub Date : 2020-04-02 DOI: 10.1080/19463014.2020.1748674
Csilla Weninger
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.
摘要:本文研究了英语课堂上的话语,这些课堂上实施了一个专注于情境化社会问题的批判性读写单元。利用框架的理论概念,对课堂摘录的分析强调了英语教学和学习的意识形态有时是如何进入课堂话语的,不仅是通过教师的谈话,而且是通过更微妙的、互动的活动编排。有人认为,这些意识形态在教学上将课程定位为一个程序性的、以考试为导向的框架,破坏了谈话内容和批判性素养单元的潜力。从分析中可以得出两个关键的含义。首先,在标准教学传统根深蒂固的环境中,以考试为中心的扫盲以及随之而来的语言教育工具主义观点,批判性扫盲教育者可能会发现,将这些意识形态本身作为批判性扫盲课程的目标是有帮助的。其次,本文认为,框架的概念可以有效地用于课堂话语的批判性分析,以使人们看到并理解意识形态作为一种解释框架是如何塑造课堂话语的,以及课堂话语使学习成为可能。
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引用次数: 4
期刊
Classroom Discourse
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