scholarly journals The Social Construction of Warranting Evidence in Two Classrooms

2018 ◽  
Vol 50 (1) ◽  
pp. 97-122 ◽  
Author(s):  
Larkin Weyand ◽  
Brent Goff ◽  
George Newell
Keyword(s):  
Social Practice ◽  
Teaching And Learning ◽  
Social Process ◽  
Argumentative Writing ◽  
Instructional Unit ◽  
Instructional Conversations ◽  
Literacy Events ◽  
Writing Practices ◽  
The Social ◽  
Argumentative Essays

This study examines how instructional conversations revealed the ways two teachers’ argumentative epistemologies (ideational and social process) shaped literacy events focused on the warranting of evidence. A microethnographic study of the literacy events within each teacher’s respective instructional unit revealed that each teacher’s epistemology shaped how students were asked to consider differing sources, relevancy, and sufficiency for warranting evidence within the context of writing extended argumentative essays. Events within an ideational epistemology required students to generate warrants as ideas to be applied to arguments in on-demand writing situations. Within a social process epistemology, students constructed warrants as a social practice appropriate for a specific rhetorical context. Each teacher supported his or her students in developing differing understandings of the nature of warranting. These findings highlight the importance of analyzing the teaching and learning of argumentative writing not only as written products of instruction but as a socialization into argumentative writing practices.

scholarly journals Facebook as a Formal Instructional Environment in Facilitating L2 Writing: Impacts and Challenges

2019 ◽  
Vol 3 (2) ◽  
pp. 41
Author(s):  
Zahangir Alam
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Digital Natives ◽  
Academic Life ◽  
Instructional Environment ◽  
Esl Writing ◽  
Writing Practices ◽  
The Social ◽  
Esl Learners ◽  
The Impact

In this century most of the ESL learners can be considered as digital natives due to the excessive urge and availability of technology. There are hardly any learners who aren’t exposed to any means of social network in their personal life. In use, Facebook is seen to outbalance the rest of the social networks due to its convenience and easy going approach. However, little is known about how Facebook assists learners and teachers to approach for teaching and learning ESL writing though it is found that this form of social media helps learners to socialize in their personal and academic life. Hence, this paper describes the impact and challenges of including Facebook as a formal environment in facilitating this productive skill. Results of this study indicate that using Facebook for the said purpose has had a positive impact on students’ writing practices though some challenges and suggestions for future implementation were reported.

Sociocultural and Power-Relational Dimensions of Multilingual Writing

2021 ◽  
Author(s):  
Amir Kalan
Keyword(s):  
Social Practice ◽  
Writing Pedagogy ◽  
Multilingual Writers ◽  
Literacy Activities ◽  
Writing Practices ◽  
The Social ◽  
Multilingual Writing

This book examines the writing practices of three adult multilingual writers through the prism of their writing in English as an additional language. It illustrates some of the social, cultural and political contexts of the writers’ literacy activities and argues for a writing pedagogy that reflects the complexity of writing as a social practice.

International Law's Invisible Frames

2021 ◽  
Keyword(s):  
International Law ◽  
Cognitive Processes ◽  
Knowledge Production ◽  
Social Practice ◽  
Social Process ◽  
Cultural Factors ◽  
Human Beings ◽  
Legal Process ◽  
The Social ◽  
Cognition And Knowledge

Law as a social process carried out by human beings is a stimulating object of investigation for those who would like to analyse social cognition and knowledge production processes. Humans acquire and form their knowledge through cognitive processes and in turn form a representation of reality by processing and using this knowledge through different mental channels. To better conceive the invisible frames within which international law moves and performs, we must understand how psychological and socio-cultural factors can affect decision-making in an international legal process, identify the groups of people and institutions that may shape and alter the prevailing discourse in international law at any given time, and unearth the hidden meaning of the various mythologies that populate and influence our normative world. Through illustrations across different areas of international law and insights from various fields of knowledge, this book seeks to investigate the mechanisms that allow us to apprehend and intellectually represent the social practice of international law, to unveil the hidden or often unnoticed processes by which our understanding of international law is formed, and to make us unlearn some of the presuppositions that activate automatic cognitive processes and inform our largely unquestioned beliefs about international law.

scholarly journals Blended Learning Model of College English Supported by Social Media

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Xianjun Tan
Keyword(s):  
Social Media ◽  
Social Practice ◽  
Teaching And Learning ◽  
English Language ◽  
Mainland China ◽  
English Learning ◽  
College English ◽  
Adequate Knowledge ◽  
The Social ◽  
Use Of Social Media

In mainland China, the focus of college English learning should be on the application ability of students.The integration of English learning and social practice not only equips students with adequate knowledge, but also good application of English language and improved comprehensive quality.The use of social media in college English learning provides a new learning model.Various English teaching and learning activities could be conducted with the help of social media. In this way,students integrate the self English learning with the social practice, which improves the quality of English learning and caters for the needs of the society.

scholarly journals Teaching and Learning Vocabulary through Reading as a Social Practice in Saudi Universities

2016 ◽  
Vol 9 (11) ◽  
pp. 67
Author(s):  
Sultan Altalhab
Keyword(s):  
Cultural Values ◽  
Learning Strategies ◽  
Social Practice ◽  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Teaching Techniques ◽  
Systematic Analysis ◽  
The Social ◽  
Teachers And Students ◽  
Context Of Learning

<p>The study explores the social practice of vocabulary learning by examining vocabulary teaching techniques employed by teachers, the vocabulary learning strategies (VLSs) identified by students as most useful and the ones they felt most competent in using when reading and teachers’ and students’ attitudes towards learning vocabulary through reading. While most vocabulary research is quantitative, this study used a mixed methods approach of quantitative and qualitative data collected from a range of sources. One hundred and fifty students majoring in English from four different universities completed a semi-structured questionnaire and twenty-two of them were interviewed. In addition, nine teachers of vocabulary and reading subjects were interviewed and their classes observed. A systematic analysis for the prescribed textbooks was also conducted. The findings revealed that both teachers and students were negotiating their autonomy on an ongoing basis, which means that the social context of learning has a powerful influence on what students learn. The study concludes that vocabulary learning is a social practice influenced by a range of factors, such as teaching techniques, VLSs, the prescribed textbook, participants’ beliefs and attitudes, learners’ interests, cultural values and learners’ level of competence in English.</p>

scholarly journals Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk

2018 ◽  
Vol 40 ◽  
pp. 94-110 ◽  
Author(s):  
John Brady
Keyword(s):  
Social Practice ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Ways Of Knowing ◽  
Social Practices ◽  
Argumentative Writing ◽  
Classroom Talk ◽  
The Past ◽  
The Relationship ◽  
Over Time

[full article in English] In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?

Consumption

2012 ◽  
Author(s):  
Michael Dietler
Keyword(s):  
Material Culture ◽  
Special Reference ◽  
Social Practice ◽  
Cultural Anthropology ◽  
Social Process ◽  
Consumer Society ◽  
Modern Period ◽  
The Social ◽  
The Relationship ◽  
Dramatic Growth

The main focus of this article is consumption. Consumption is a material social practice involving the utilization of objects, as opposed to their production or distribution. Some scholars, who argue for the recent development of a distinctive ‘consumer society’ during the modern period, would define it even more specifically as the utilization of commodities, but this seems unnecessarily restrictive. Consumption was recognized as the social process by which people construct the symbolically laden material worlds they inhabit and which, reciprocally, act back upon them in complex ways. This article offers a brief review of recent studies of consumption, with an emphasis on the fields of archaeology and socio-cultural anthropology. It examines the dramatic growth of a general analytical focus on this practice and the relationship to an expanding interest in the study of material culture. Finally, the issue of methodology is briefly assessed, with special reference to the requirements for developing an effective archaeology of consumption.

Accomplishing Change in Teaching and Learning Regimes

2019 ◽  
Author(s):  
Paul Trowler
Keyword(s):  
Higher Education ◽  
Social Practice ◽  
Teaching And Learning ◽  
Change Agents ◽  
Social Practice Theory ◽  
New Approach ◽  
The Social ◽  
Personal Histories ◽  
New Perspective ◽  
Learning Issues

This book offers a new perspective on the professional world of higher education. Using social practice theory, it presents a practice sensibility rooted in concepts which illuminate teaching and learning contexts. The book takes the reader through the social processes occurring within higher education institutions which shape contexts and influence the direction of change; for leaders and managers, educational developers, change agents, and academics, this sensibility will help to identify the successful paths to changes for enhancement and the patterns of policy implementation likely to occur as teaching and learning is enhanced. For researchers of higher education, the practice sensibility offers new possibilities for meaningful research into teaching and learning issues. Teaching and learning regimes are a key focus of the book. As a family of practices performed by a workgroup in higher education over extended periods, they comprise a number of ‘moments’—characteristics derived from structural foundations which shape the workgroup’s practices and frameworks of meaning. These moments condition how teaching and learning is fundamentally understood, what its aims are thought to be, what is considered ‘normal’ practice, how individuals see themselves and others, and how power operates within the workgroup. The material context is significant in this, as are the backstories, personal histories, and institutional sagas. This book develops a completely new approach to Trowler’s concept of teaching and learning regimes. Using both his research and that of others in the field, it presents a more nuanced, fully developed, and sophisticated version of the concept which has great traction for empirical research, the management of change, and the enhancement of the student experience and learning outcomes.

scholarly journals Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis

2020 ◽  
Vol 13 (8) ◽  
pp. 141
Author(s):  
Ayesha Asghar Gill ◽  
Fauzia Janjua
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Tertiary Level ◽  
Argumentative Writing ◽  
Instructional Technique ◽  
Argumentative Essays

Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs&rsquo; experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students&#39; organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.

scholarly journals Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis

2020 ◽  
Vol 13 (7) ◽  
pp. 8
Author(s):  
Ayesha Asghar Gill ◽  
Fauzia Jangua
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Tertiary Level ◽  
Argumentative Writing ◽  
Instructional Technique ◽  
Argumentative Essays

Coherent writing skill is an important prerequisite for academic success, especially at the tertiary level. This work studied the effect of four-month teaching intervention of genre pedagogy with Reading to Learn (R2L) approach for developing coherence in argumentative writing. It was implemented on 40 undergraduate Pakistani English Language Learners (ELLs). Pre-test evaluation informed learning gaps especially at theme choice and theme progression strategies in their argumentative writings. These gaps were addressed while planning the R2L teaching cycle of ELLs&rsquo; experimental group. They were assisted through a process of scaffolding with an aim to enable them to write coherent argumentative essays independently after learning. Then functional analysis of lexical and grammatical features of their independent argumentative writings was conducted. Findings revealed that genre pedagogy had a significant effect on students&#39; organization of argumentative writing. This study suggests genre pedagogy as a useful instructional technique, which can improve teaching and learning writing skills at the tertiary level in Pakistan.

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