Does laïcité translate to the American classroom?

This essay reflects on the relevance of French laïcité for the American college classroom. It begins with a discussion of philosopher Catherine Kintzler’s radical interpretation of laïcité as a theory of political association that takes the classroom as its model. According to this view, the autonomous learning contingent on doubt and self-correction that ideally occurs there is the basis for an egalitarian and collaborative production of knowledge, a model of a res publica. The essay then turns to legal scholar and philosopher Anthony Kronman’s analysis of classroom conversation and the “ethics of depersonalization.” It considers the extent to which these notions can be viewed as American translations of Kintzler’s laïcité. The essay concludes with a reading of American essayist Ta-Nehisi Coates’s bestselling 2015 memoir as an endorsement of the autonomous abstract individual, the linchpin of republican universalism, laïcité, and liberal education.

Teaching The Penguin Book of Migration Literature

The innovative four-point structure—Arrivals, Departures, Generations, and Return—of The Penguin Book of Migration Literature expands the purview established by previous anthologies of immigrant literature by mobilizing a classroom conversation where students’ own lived experiences of migratory crossings combine with the anthology’s narratives to both analyze texts and critique present national and global political climate.

Class conversation strategies in junior high schools: Study of conversation analysis

Class conversation in the learning process has important benefits and can facilitate the learning process, students’ understanding of the material and create a close relationship between teachers and students. This study describes the classroom conversation strategies implemented in junior high schools, namely preliminary, core and final at learning activities. The conversion analysis model by Harvey Sacks and communication ethnography were used in this study. Data were taken from recorded class conversations and then transcribed. The respondents of this research are second-grade students at junior high school in Samarinda. The data collected from observation and recording were analysed using content analysis. This study’s results are, first, classroom conversation strategies classified in the opening section, which includes emotional approach strategies, apperception strategies and strategies to condition the class. Second, in the core part of learning, an inductive collaborative strategy was carried out, a deductive assertive strategy, a directive strategy in a non-explicit and explicit manner and a guiding strategy drawing students’ memories. Third, the strategy at the closing section includes summarising the material strategy, a clarification strategy, a reminder strategy and an assignment strategy through convincing steps and assigning students. Keywords: Strategy conversation, class, conversation analysis.

TURN-TAKİNG: TEACHER-STUDENT CONVERSATİON

This study aims at showing the types of turn-taking and its relation to cooperative principle and Grician maxims, which organize speech information and duration of speech of the participants. It is hypothesized that the adjacency pair is the dominant type that controls the conversation, and the classroom conversation is a formal conversation rather than being informal, regardless the age and gender of students and teacher. Some selected conversations of different environments will be analysed according to the types of turn-taking which is posed by Cook (1989). It is obvious that classroom conversation contains a lot of questions which require answers. Thus, the students frequently answer the questions that are posed by the teacher. This gives an indication that the adjacency pair is used a lot in the classroom, which organizes the role of each participant. Also, the overlapping is few in the classroom, because the conversation in such environment is systematic more than other places. The formality of school obliges teachers and students to use formal language as an academic institution, beside the formal language of the books. The study involves an introduction, a theoretical background, data analysis and results, and finally conclusions. Keywords: turn-taking, Teacher, conversation.

al-Tanawub al-Lughawi Baina al-Lughah al-Arabiyah wa al-Indunisiyyah Li al-Muhadatsat al-Fashliyah Fi Madrasah Tarbiyah al-Mu’allimin al-Islamiyah Bi Ma’had al-Amin Madura

This reserach aims to describe the phenomenon of Arabic and Indonesian code switching at TMI al-Amien Prenduan Madura. The use of Arabic as the instruction language of classroom remains a problem because of the language backgrounds diversity both teachers and students. The problem refers to code switching between two or more languages. By using qualitative methods, the research uses recordings, observations and interviews as data collection tools. Then the data is sorted and analyzed by comparing and discussing the presentation of the data based on the theory and practice sections. The results showed that code switching between Arabic and Indonesian occurred in the classroom, either in formal or informal language variations. The causes or motives for using code switching are identified in five reasons, (1) specific theme, (2) quotation, (3) solidarity, (4) clarification, and (5) terminology. This finding rejects the view that code switching is a language defect, such as the case of language interference which occurs due to a lack of knowledge about linguistic elements. On the contrary, this finding strengthens the case of Arabic and Indonesian code switching as the deliberate use of language for certain social purposes, both teachers and students, which is supported by a variety of pragmatics and a micro-level social context, as the classroom conversation strategy.

Postmodern Literacy

In this chapter, the author reflects on the importance of today's literality in terms of multimodal reading and literary competence. This competence should include a multidimensional ability and contribute significantly to enrich life. An adequate multimodality is also presented as a co-constructive creation of meanings, so that didactic preconditions for the reception of mulitmodal texts are irreplaceable. As an example of dealing with multimodal texts in the classroom, conceptual foundations of postmodern texts are presented, which also include hypertextual and intertextual reading as part of a new learning experience. This is why practical suggestions and didactic aspects of literary communication are illustrated as a prerequisite for a successful classroom conversation, which should enable the reader to become an intellectual accomplice of the author.