scholarly journals Language Use in Real-Time Interactions During Early Elementary Science Lessons: The Bidirectional Dynamics of the Language Complexity of Teachers and Students

2016 ◽  
Vol 67 (2) ◽  
pp. 284-320 ◽  
Author(s):  
Astrid Menninga ◽  
Marijn van Dijk ◽  
Henderien Steenbeek ◽  
Paul van Geert
Keyword(s):  
Real Time ◽  
Elementary Science ◽  
Language Use ◽  
Early Elementary ◽  
Language Complexity ◽  
Teachers And Students

scholarly journals Improving language use in early elementary science lessons by using a video feedback intervention for teachers

2019 ◽  
Vol 25 (5-6) ◽  
pp. 299-322
Author(s):  
Marijn van Dijk ◽  
Astrid Menninga ◽  
Henderien Steenbeek ◽  
Paul van Geert
Keyword(s):  
Elementary Science ◽  
Language Use ◽  
Video Feedback ◽  
Early Elementary ◽  
Feedback Intervention

Reconsidering Language Use in Our Talk of Expertise—Are We Missing Something?

2017 ◽  
Author(s):  
John Shotter
Keyword(s):  
Real Time ◽  
Language Use ◽  
General Rules

There is currently a troubling disconnect between scientific and rational accounts of how experts act in specific situations, and the kind of non-deliberate thinking involved in the actual enactment of expertise. The dominant Cartesian approach provides scientific after-the-fact accounts of expertise, in the sense that it portrays expertise as made up of a set of general rules, frameworks, plans, and procedures for how to act in specific circumstances. Such after-the-fact accounts do not, however, capture how expertise is enacted and developed in the midst of particular circumstances. Specifically, such accounts overlook how experts make sense of the particularities of the unfolding situation. This chapter proposes a Wittgensteinian approach, which enables a real-time account of what expertise looks like, feels like, and sounds like from within experts’ efforts to handle the particularities of an unfolding situation.

Design Practice Guidance Modes Based on Network Technology

2014 ◽  
Vol 687-691 ◽  
pp. 2796-2800
Author(s):  
Xiao Feng Yang
Keyword(s):  
Real Time ◽  
Computer Network ◽  
Educational Practice ◽  
Network Technology ◽  
Design Practice ◽  
Time Interaction ◽  
Teachers And Students

Combining computer network and students feature, with analysis the exited features of students’ practice guidance ,mainly as real-time interaction for core, the purpose of which is to design educational practice guidance modes based on BLOG, and BBS and QQ, the article takes students of year 2007 in Shangluo university for object as case to explore BBS –based interactive discussion mode, reaching the purpose of settlement of difficult offsite management ,insufficient practice guidance and incomplete exchange between teachers and students, etc. thereby, archieve an effective guidance for students’ practice.

scholarly journals When and Why of Mother Tongue Use in English Classrooms

1970 ◽  
Vol 16 (1-2) ◽  
pp. 42-51 ◽  
Author(s):  
Ashok Raj Khati
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Mother Tongue ◽  
Secondary Level ◽  
Final Part ◽  
Classroom Observations ◽  
Group Discussions ◽  
English Classrooms ◽  
Teachers And Students

It is often felt that teachers and students overuse their mother tongue, in this case, most probably the Nepali in English as a foreign language (EFL) classroom particularly in government-aided (Nepali medium) schools of Nepal. This, in result, minimizes the students' exposure to English. This article starts with defining mother tongue. Then, it presents the use of mother tongue in EFL classroom in the global and Nepalese contexts followed by summary of three classroom observations and two focused group discussions among teachers and students studying at the secondary level. The final part of the paper presents some simple and applicable strategies and ways of enhancing English language use in the classroom on the part of students provided by three teachers' trainers based on their experience. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6128 NELTA 2011; 16(1-2): 42-51

scholarly journals Eleventh Graders’ Increasingly Elaborate Language Use for Disentangling Amount and Change: A Case Study on the Epistemic Role of Syntactic Language Complexity

2019 ◽  
Vol 41 (1) ◽  
pp. 43-79 ◽  
Author(s):  
Susanne Prediger ◽  
Dilan Şahin-Gür
Keyword(s):  
Language Use ◽  
Academic Language ◽  
Language Complexity ◽  
Test Items ◽  
Challenging Tasks ◽  
Eleventh Graders ◽  
Epistemic Role ◽  
Communicative Role

AbstractThe syntactic dimension of academic language has often been studied with respect to students’ difficulties with syntactic features in mathematical textbooks and test items, and these studies have contributed to understanding the communicative role of language. In contrast, the epistemic role of students’ language use has mainly been explored in lexical and discourse dimensions. This research has shown that higher order cognitive demands require more elaborate language means. The aim of this article is to contribute to theorizing the epistemic role of syntactic language complexity by means of a topic-specific investigation using the mathematical topic of qualitative calculus, i.e., the informal meanings of amount and change. In order to do this, the learning process study presented in this article investigates 18 eleventh graders’ conceptual pathways while dealing with challenging tasks on amount and change. The identification of different syntactic complexities in students’ utterances provides an overview of the variance of possible phrase structures. Further, it shows that successive conceptual conciseness requires either increasing syntactic complexity or conceptual condensation. So increasing elaborateness in the lexical and syntactic dimensions seem to compensate each other.

scholarly journals Small but Multi-functional: Response Tokens in Content Language Integrated Learning Interaction

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sabria Salama Jawhar
Keyword(s):  
Conversation Analysis ◽  
Corpus Linguistics ◽  
Language Use ◽  
Classroom Interaction ◽  
Integrated Learning ◽  
Linguistic Features ◽  
Teachers And Students ◽  
The Difference ◽  
Interactional Functions ◽  
The Relationship

This paper is an investigation of language use inside a content language integrated learning (CLIL) classroom at Saudi tertiary level. It examines the difference in language use between teachers and students in four subject-specific classrooms in which English is used as a medium of instruction. The study is informed by corpus linguistics (CL) and uses the principles and theoretical underpinning of conversation analysis (CA). It identifies the most frequent linguistic features of CLIL and examines their diverse interactional functions in this context. Amongst the most frequent linguistic features in CLIL are short response tokens such as “yes” and “no”. Using a micro-analytic approach to conversation analysis, a closer look at the data shows the students’ ability to use small and limited linguistic resources to accomplish multiple interactional functions such as taking the floor, taking turns and, most importantly, displaying orientation to knowledge. The data reflected the relationship between frequency and meaning construction. With regard to the difference in language use between teachers and students with regard to comes to short response tokens, the study shows some common interactional uses of response tokens between teachers and students, such as agreement, acknowledgement, response to confirmation checks and yes/no questions. On the other hand, it shows some exclusive interactional use of the same token by teachers and students. Finally, the paper emphasises the relationship of language, interaction and orientation to content knowledge in CLIL classrooms. Pedagogically, the findings have implications for teachers’ language use and for increased classroom interaction.

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