scholarly journals Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy

Data in Brief ◽  
2021 ◽  
pp. 107518
Author(s):  
Chrysi Rapanta ◽  
Cláudia Gonçalves ◽  
João Rui Pereira ◽  
Dilar Cascalheira ◽  
Beatriz Gil ◽  
...  
Keyword(s):  
Classroom Discourse ◽  
Multicultural Classroom ◽  
Teachers And Students

Implementing Dialogic Teaching in a Singapore English Language Classroom

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 279-293 ◽  
Author(s):  
Rachel Lee
Keyword(s):  
Classroom Discourse ◽  
English Language ◽  
Literacy Skills ◽  
Reading Literacy ◽  
Government School ◽  
Dialogic Teaching ◽  
Student Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teachers And Students

Despite the fact that Singaporean students consistently perform well in literacy tests such as the Progress in International Reading Literacy Study, employers have reported that Singaporean employees in general lack confidence in articulating their views in the workplace. This may be attributed to the practice of teacher-fronted and monologic classroom discourse, which does not allow opportunities for teachers and students to construct knowledge and understanding together during curriculum time. The article reports on one classroom-based research conducted on a Secondary Three (age 15) class in one Singaporean government school. The purpose of this article is to show how classroom talk could be made more dialogic, through an intervention, to enhance students’ talk opportunities and to build up literacy skills. The article argues that over time, the habitual practice of a dialogic form of teacher-student talk would help to open up the space of learning for students. To do that, it would be necessary to begin with raising teachers’ awareness of the benefits of dialogic talk.

scholarly journals CLASSROOM INTERACTION WITH DIFFERENT SUBJECT BASED ON SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Indahwaty Suwandy ◽  
Siti Aisah Ginting ◽  
Rita Suswati
Keyword(s):  
Qualitative Research ◽  
Classroom Discourse ◽  
Mathematics Classroom ◽  
Classroom Interaction ◽  
Thought Processes ◽  
Teachers And Students ◽  
And Mathematics ◽  
English Classroom ◽  
Response Feedback ◽  
Instrument Observation

This study is analysis of classroom interaction between English and Mathematics subject which conducted by teachers and students through communication in classroom interaction. The aims of this study were: (a) To identify the kinds of Initiation-Response-Feedback (IRF) pattern are used by the teacher and students in classroom interaction based on Sinclair and Coulthard Model (1975), and (b) To find out why the Initiation-Response-Feedback (IRF) pattern is dominant in classroom interaction through different subject. The design of the research used qualitative research. To answer the problem of study, the data collected through the following instrument: observation, recording and interviewing which were analyzed by using Sinclair and Coulthard model and a concept of teaching. The results of this research were the following, (a) it was found that in English and Mathematics classroom discourse, as the IR (Initiation-Response) was used more often by teachers and I (Initiation) was used by students in English classroom then IF (Initiation-Feedback) was used by students in Mathematics classroom, (b) the reason why the IRF pattern dominantly appeared based on teacher’s performance which dominantly initiated questions and information was affected by the presage category and context category then the students’ performance which dominantly responded the teachers’ questions and information was affected by the students’ thought processes category.Key words: Classroom interaction, classroom discourse, Sinclair and Coulthard Model, IRF Pattern.

scholarly journals Multicultural Classroom Issues in the Nepalese Context

2013 ◽  
Vol 2 ◽  
pp. 17-25 ◽  
Author(s):  
Dhanapati Subedi
Keyword(s):  
Multicultural Education ◽  
Classroom Management ◽  
Education System ◽  
Curriculum Design ◽  
Classroom Context ◽  
Multicultural Classroom ◽  
Teachers And Students ◽  
Diverse Society ◽  
Present Context ◽  
The Right

Multicultural issue in the present context is a global issue of socialization. It has not yet been materialized into the education system in Nepal. The education system of a country should prepare students to function in today’s diverse society. There are issues emerging in the effectiveness of the multicultural education and the concerns how to better shape the multicultural classroom in Nepal. This paper focuses on issues such as curriculum design, classroom management, and role of teachers and students in the multicultural classroom context. It also discusses the context, and recommends measures that can bring the multicultural education into the right track. DOI: http://dx.doi.org/10.3126/jer.v2i0.7618 Journal of Education and Research Vol. 2, 2010 p.17-25

Classroom discourse

1993 ◽  
Vol 16 (1) ◽  
pp. 37-56 ◽  
Author(s):  
Jane Torr
Keyword(s):  
Classroom Discourse ◽  
Classroom Practices ◽  
Speech Act ◽  
Native English Speakers ◽  
Ethnic Composition ◽  
English Speakers ◽  
Different Types ◽  
Teachers And Students ◽  
Group Lessons ◽  
English Speaking

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.

Mealtimes in Head Start pre-k classrooms: examining language-promoting opportunities in a hybrid space

2019 ◽  
Vol 47 (2) ◽  
pp. 337-357 ◽  
Author(s):  
Erica M. BARNES ◽  
Jill F. GRIFENHAGEN ◽  
David K. DICKINSON
Keyword(s):  
Cluster Analysis ◽  
Head Start ◽  
Classroom Discourse ◽  
Test Scores ◽  
Multilevel Models ◽  
Academic Vocabulary ◽  
Expressive Vocabulary ◽  
Preschool Classrooms ◽  
Teachers And Students ◽  
Mealtime Interactions

AbstractIn this study we sought to identify profiles of talk during Head Start preschool mealtime conversations involving teachers and students. Videos of 44 Head Start classrooms’ lunch interactions were analyzed for the ratio of teacher–child talk and amount of academic vocabulary, and then coded for instances of academic/food, social/personal, and management talk to highlight the degree of hybridity of talk within this unique setting. Cluster analysis revealed four distinct patterns of teacher–child mealtime interactions in 44 Head Start preschool classrooms: classroom discourse, home discourse, hybrid-low, and hybrid-high. Multilevel models further demonstrated a relationship among these clusters of teacher–child interactions and children's end-of-year expressive vocabulary scores controlling for ratio of teacher–child talk and pre-test scores. Children in classrooms displaying a hybrid style of mealtime discourse made the greatest gains on measures of expressive vocabulary in contrast to their peers in classrooms displaying other discourse styles.

The Structure of English Classroom Discourse in SMP Negeri 1 Tebing Tinggi

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Eva Novelia Siregar ◽  
T. Silvana Sinar
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Classroom Discourse ◽  
Research Result ◽  
Class Structure ◽  
Video Tape ◽  
English Class ◽  
Teachers And Students ◽  
English Classroom ◽  
Teaching Learning

This study is concerned with the structure of English classroom discourse in SMP Negeri 1 Tebing Tinggi. The objectives of this study were to describe the structures of English classroom discourse, to describe how the structures are linguistically realized and to reason for the realizations of the English class structure. The source of the data in this study was English teachers and also the students while the data are the utterances from the teacher and the students and semiotic markers as marked in the text. The instruments used for colleting data were video tape recorder and researcher’s fieldnote. The data were collected by observing and recording the utterances uttered by the teachers and students and writing all semiotics then classified them into types of exchanges as Sinclair and Coulthard theory. The research result mentioned that he structure of English classroom were teacher elicit, teacher direct, teacher information, boundary, pupil elicit, check, repeat, reinforce and reinitiating (II). These structures were dominantly realized by IR structure. English as a foreign language was also one point made the students afraid of uttering the utterances in teaching learning process.   Keywords: classroom discourse, pattern, Sinclair and Coulthard theory, structures.

scholarly journals A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk

2009 ◽  
Vol 7 ◽  
pp. 31-41 ◽  
Author(s):  
Jan Majer
Keyword(s):  
Data Analysis ◽  
Classroom Discourse ◽  
Code Switching ◽  
Modern Language ◽  
Language Pedagogy ◽  
Code Mixing ◽  
Switching Patterns ◽  
Teachers And Students ◽  
L1 And L2 ◽  
Universal Nature

The paper is concerned with teachers’ and students’ alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.  

scholarly journals Classroom Discourse Failure among Algerian Secondary School Learners

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Houria CHOHRA ◽  
Souâd HAMERLAIN
Keyword(s):  
Secondary School ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
School Level ◽  
Systematic Observation ◽  
English Classes ◽  
Secondary School Level ◽  
Teachers And Students ◽  
Speaking Skill ◽  
New Research

Teaching English to non-native speakers today necessitates conducting conversations where learners interpret and decipher linguistic and nonverbal aspects of interaction, in other words, preparing learners to use English to participate in conversations inside and outside the classroom. However, this is not the case in Algerian Secondary school English classes. Regular observation indicated almost no continuous teacher-learner conversation while lessons. This paper intends to observe language use between the teachers and students; what instruction is used and how is it dealt with by learners. The results would aim at revealing the shortage learners show in the speaking skill and confirm the effectiveness of observation for classroom evaluation. Adopting a systematic observation, six classes at secondary school level in two different cities in Algeria were observed and audio-taped through a quantitative and qualitative method. Data is analysed from the amount of teacher’s talk, types of classroom discourse structure and questioning. Based on data analysis, the findings showed that most of the talk is approximately initiated by the teacher; learners act only when asked display questions and keep silent when are challenged by influential questions. It also showed display questions dominate the classroom for they maximize learners’ participation. Yet, this learner’ short output would limit the learners’ critical reflection and lessen the classroom interaction among participants. Therefore, this paper urges teachers to adopt a student-centred approach to FL learning that enables students’ to talk more and participate in conversations negotiating meaning with their teacher and peers. For further research, the author puts forward some guidelines to build on new research.

scholarly journals Teaching Canadian Culture: Teacher Preparation

1996 ◽  
Vol 13 (2) ◽  
pp. 01 ◽  
Author(s):  
Robert Courchene
Keyword(s):  
Teacher Preparation ◽  
Cultural Knowledge ◽  
Pedagogical Issues ◽  
Multicultural Classroom ◽  
Adult Esl ◽  
Cultural Paradigm ◽  
Teachers And Students ◽  
New Vision ◽  
Canadian Culture

With the transformation of cultural content from an add-on to an integral part of the K-Adult ESL classroom, L2 specialists must come to grips with three separate but related issues in the Canadian context: What is Canadian culture? How do we prepare teachers to teach Canadian culture? How do we teach about culture in the classroom? After presenting a new vision of Canadian culture that is to serve as a framework for deciding what to teach in the L2 classroom, I discuss three important pedagogical issues: (a) consciousness raising-making both teachers and students more aware of the origins and role of culture; (b) teacher preparation- how adequately to prepare teachers to teach Canadian culture in a multicultural classroom; and (c) tolerance and conflicting visions-how to strike a balance between the dominant cultural paradigm and the new cultural knowledge and experience that arrives with each new Canadian.

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