Interculturality and Stereotypes in Tourism Instructional Discourse

2021 ◽  
pp. 57-77
Author(s):  
Bal Krishna Sharma
Keyword(s):  
Instructional Discourse

COACH-PLAYER COMMUNICATIONS: AN ANALYSIS OF TOP-LEVEL COACHING DISCOURSE AT A SHORT-TERM ICE HOCKEY CAMP

2018 ◽  
Vol 6 (2) ◽  
pp. 44-51 ◽  
Author(s):  
David Elmes
Keyword(s):  
Athletic Performance ◽  
Word Type ◽  
Ice Hockey ◽  
Target Language ◽  
Short Term ◽  
The West ◽  
Specific Language ◽  
Instructional Discourse ◽  
Single Category ◽  
Language Content

  Purpose: This study sought to analyze the instructional discourse of top-level coaches to identify the specific language content of coaching discourse in practice. Methodology: The study analyzed the recorded discourse of four coaches of the West Coast Hockey Prep Camp in Port Alberni, BC, Canada, between 2012 and 2016. Transcriptions of on-ice instructions were analyzed using Provalis QDA Miner v5.0.1 and Provalis WordStat v7.1.6 software to determine word-type and frequency.  Main findings: The processed corpus of 21,376 words produced 1,022 quantifiable words which were classified into one or more of the categories of single-category language (i.e. General (G), General Slang (GSl), Sports Specific (SS), and Sports General (SG)), or the eight additional multi-category sub-categories (i.e. G/GSl, G/SS, G/SG, SS/SG, GSl/SG, G/SS/SG, G/GSl/SG, and GSl/SS/SG).  Analyses revealed that single-category vocabulary (i.e. G, GSl, SS, and SG) made up 75.2% of the categorized language, with SS (4.6%) and SG (11.1%) making up 15.7% of the total. Applications: An understanding of the linguistic framework of instructional language in short-term training camps allows athletes to invest greater focus in their athletic performance in camp.  The results offer athletes contextual reference for preparatory language study and authentic linguistic insight for the counter of potential target language anxiety. Novelty/Originality: Results indicate that top-level coaches relied significantly less on sports-specific word-type to facilitate their instruction and suggest that a general comprehension of English can provide a strong foundation for understanding top-level coaching discourse.  This provides significant insight for athletes harboring concerns for English proficiency and coach-player miscommunication.

Classroom Teachers' Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving

1997 ◽  
Vol 18 (2) ◽  
pp. 82-93 ◽  
Author(s):  
Anne Jordan ◽  
Linda Lindsay ◽  
Paula J. Stanovich
Keyword(s):  
At Risk ◽  
Academic Failure ◽  
Classroom Teachers ◽  
Instructional Interactions ◽  
Instructional Discourse ◽  
Third Grade Students ◽  
Discourse Strategies ◽  
Effective Inclusion ◽  
Typically Achieving ◽  
Shed Light

The conversational interactions of 9 teachers and their third-grade students were recorded during individual seatwork time in academic lessons. teachers' views about their responsibilities in working with students who are exceptional or at risk of academic failure were quite divergent and were related to their instructional discourse strategies. teachers who saw themselves as instrumental in effective inclusion engaged in more academic compared to nonacademic interactions. this group also exhibited greater use of techniques to extend students' thinking, compared to those teachers who held contrasting views. they also interacted more with their students who are exceptional and at risk than with their typically achieving students, and at higher levels of cognitive extension than did the other teachers, who seldom interacted with the students who were in the exceptional and at-risk group. the results shed light on how teachers differ in adapting instruction for students in inclusive classrooms, and how instruction might be differentially delivered as a function of teachers' views about inclusion.

scholarly journals Framed autoethnography as an approach for uncovering pedagogic frailty

2016 ◽  
Vol 6 (1) ◽  
pp. 40 ◽  
Author(s):  
Ian M. Kinchin ◽  
Lyndon B. Cabot
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Quality Enhancement ◽  
University Teachers ◽  
Instructional Discourse ◽  
Emotional Aspects ◽  
The Rich ◽  
The Individual ◽  
The Relationship

AbstractPedagogic frailty has been proposed as a concept that can be helpful in bringing a number of key ideas into simultaneous focus, with the aim of helping to integrate elements of teaching quality enhancement within a university (Kinchin, 2015; 2016). These elements include the relationship between personal values and the instructional discourse; the relationship between the discipline and its pedagogy; the nature of the research-teaching nexus; the proximity of the locus of control to the teaching environment. Key to the application of pedagogic frailty is the personal appreciation (at the level of the individual academic) of the ways in which the elements of this concept are connected. This must acknowledge the emotional aspects of teaching and learning and also the rich, subjective nature of personal professional identities within this context (Clegg, 2008). We have therefore investigated the potential of autoethnography (e.g. Anderson, 2006; Chang, 2008; Denshire, 2014) as an approach to uncovering the rich complexity of pedagogic frailty perceived at the level of the individual. We have combined this with a concept mapping approach (Novak, 2010) to frame the autoethnographic narrative and to help the autoethnographer to focus on connections between elements as these connections will determine how the framework functions in practice. This combined approach helps overcome the difficulties associated with writing about academia from the insider’s perspective (Archer, 2008). This paper offers reflections upon this process as a method for professional development of university teachers and institutional quality enhancement.  Keywords: Autoethnography; concept mapping; faculty development; quality enhancement

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