Dilemmatic conversations: Some challenges of culturally responsive discourse in a high school English classroom

2013 ◽  
Vol 24 (3) ◽  
pp. 328-347 ◽  
Author(s):  
Ebony Elizabeth Thomas
Keyword(s):  
High School ◽  
Culturally Responsive ◽  
High School English ◽  
English Classroom

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

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 Coulthard’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.

scholarly journals Negotiating Ideologies About Teaching Writing in a High School English Classroom

2014 ◽  
Vol 49 (1) ◽  
pp. 10-27 ◽  
Author(s):  
Amy Vetter ◽  
Joy Myers ◽  
Madison Hester
Keyword(s):  
High School ◽  
Teaching Writing ◽  
High School English ◽  
English Classroom

Flipping the High School English Classroom Without Flipping Out

2017 ◽  
pp. 111-128
Author(s):  
Deborah Brown
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Social Impact ◽  
School Community ◽  
Project Based Learning ◽  
High School English ◽  
Instructional Videos ◽  
Experiential Techniques ◽  
English Classroom

This chapter examines how a high school English language arts (ELA) teacher recorded instructional videos for students to watch outside the classroom in order to create more time in class to use experiential techniques, such as Project Based Learning (PBL). The chapter describes how the instructor first learned about the flipped technique, began teaching at a high school organized around the flipped concept, and identified what parts of the ELA curriculum could be delivered effectively as short videos. The author describes different techniques for creating flipped videos and how flipped videos were applied in a class lesson. The chapter also examines the academic and social impact of assigning video homework on both the students and parents in the school community, and describes the different styles of videos used in the school.

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