Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking

2007 ◽  
Vol 1 (2) ◽  
Author(s):  
Neil Mercer
Keyword(s):  
Discourse Analysis ◽  
Classroom Talk

Speaking But not Being Heard: Two Adolescents Negotiate Classroom Talk about Text

2001 ◽  
Vol 33 (2) ◽  
pp. 243-268 ◽  
Author(s):  
Kathleen A. Hinchman ◽  
Josephine Peyton Young
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
The Other ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Social Constructions ◽  
Classroom Talk ◽  
Written Text ◽  
School Year ◽  
Field Notes

This article is a critical discourse analysis that explored how two students participated in classroom talk about written text. We analyzed field notes and transcripts from classroom videotapes and student interviews according to three dimensions, description, interpretation, and explanation, and with concern for three contexts, situational, institutional, and societal. The students participated in talk in complicated, devolving ways over 1 school year - ways that seemed tied to a variety of social constructions inside and outside the classroom. One participated in classroom talk about text with an assumption of expertise, only to lose credibility when his teacher expected richer interpretive insights. The other participated in such talk from an assumption of equality, yet no one listened to what she said until it diverged from the supportable, in which case they derided her. Our analysis suggests that we should be vigilant in our setup and monitoring of individuals' participation in classroom talk, about text and otherwise, looking to disrupt ways it is embedded with hurtful institutional and societal discourses. Such attention may help us to develop more equitable literacy pedagogy.

scholarly journals Productive Verbal Interactions in Classrooms With Children From Different Socioeconomic Backgrounds: An Empirical Study in Chilean Schools

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Javiera Muñoz-Hurtado
Keyword(s):  
Socioeconomic Status ◽  
Discourse Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Analysis Approach ◽  
Classroom Talk ◽  
Verbal Interactions ◽  
Shared Interest ◽  
Naturally Occurring ◽  
Whole Class

The purpose of this study was to explore the characteristics of classroom talk in 2 Chilean schools located in Santiago. Both schools, which were purposively selected, have a shared interest in dialogue, but serve students from different socioeconomic status [SES] backgrounds. Observations of naturally occurring verbal interactions in 3 consecutive science lessons were conducted in 4th grade classrooms. Interactions between the teacher and the whole class were examined adopting a sociocultural discourse analysis approach, using both quantitative and qualitative data. Results show that verbal interactions with students from a lower SES background tend to be more concrete and adult-dependent. Talk in this classroom was characterised by a predominance of closed questions; however, this is not a sign of less productive interaction, but evidence of a different way of using language in academic interactions taking place in more vulnerable contexts. It is suggested that teachers and researchers need to acknowledge these linguistic characteristics of students from lower SES backgrounds in order to promote meaningful classroom talk.

The question of power in language classes from a critical discourse analysis perspective

2017 ◽  
Vol 8 (4) ◽  
pp. 542-570
Author(s):  
Esmat Babaii ◽  
Abbas Parsazadeh ◽  
Hassan Moradi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
English Teachers ◽  
Critical Discourse ◽  
Classroom Talk ◽  
Experienced Teacher ◽  
Discursive Strategies ◽  
Efl Context ◽  
Language Classes

Abstract Informed by the major tenets of critical discourse analysis, the present study attempted to expose the chasm between veteran English teachers enjoying a nation-wide popularity and those linguistically talented novices achieving locally mediocre fame in the Iranian EFL context. In so doing, two highly competent English teachers, each as a prime example of the above-mentioned camps, were selected to serve as the main participants of the research. The analysis of their classroom talk indicated that linguistic excellence could not fulfill the role of educated experience as far as discourse competence was concerned. In all, the discursive strategies used by the experienced teacher seemed to manifest his recognition of students' voices and created a more heteroglossic atmosphere in the classroom.

Plasticity of the neural coding metaphor: An unnoticed rhetoric in scientific discourse

2019 ◽  
Vol 42 ◽  
Author(s):  
Giulia Frezza ◽  
Pierluigi Zoccolotti
Keyword(s):  
Discourse Analysis ◽  
Neural Coding ◽  
Scientific Discourse ◽  
Convincing Argument ◽  
Unified View ◽  
Brain Behavior

Abstract The convincing argument that Brette makes for the neural coding metaphor as imposing one view of brain behavior can be further explained through discourse analysis. Instead of a unified view, we argue, the coding metaphor's plasticity, versatility, and robustness throughout time explain its success and conventionalization to the point that its rhetoric became overlooked.

Discourse Analysis and Catch-22

2002 ◽  
Vol 47 (2) ◽  
pp. 202-205
Author(s):  
Richard J. Gerrig
Keyword(s):  
Discourse Analysis ◽  
Catch 22
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