Promoting critical-analytic thinking through teacher discourse moves and pedagogical principles: The case of a rural South African secondary school

This article reports a case study in a rural South African school on promoting critical-analytic thinking through teacher discourse moves and pedagogical principles. The study investigated the use of teacher discourse moves and pedagogical principles as a component of the Quality Talk model. The Qualitative research methodology and a case study design that entailed the use of interviews, classroom observations and document analysis were used. Data was gathered from an English teacher and 52 Grade 8 students. The data was coded using Quality Talk model indicators and analysed thematically. The findings revealed evidence that teacher training and support in the use of a range of teacher discourse moves and pedagogical principles could enhance students’ development of critical-analytic thinking. It is therefore recommended that teacher training in the use of pedagogical approaches that enhance the development of critical-analytic thinking should be incorporated in professional development programmes.

Research on Influence of College Classroom Discourse on Students' Class Involvement

Classroom discourse can affect students’ classroom involvement and enthusiasm. Classroom discourse, one of the basic contents of classroom teaching in colleges and universities, is divided into student discourse system, teacher discourse system, and student-teacher discourse system. Strengthening all three can bring something unexpected to classroom teaching. Based on this, this article focuses on three things: the role of classroom discourse in classroom teaching, the impact of classroom discourse on student classroom involvement, and how to have no impact on the improvement of classroom teaching quality.