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A discourse-based evaluation of a classroom peer teaching project
// ELT Journal, Volume 71, Issue 1, 1 (January 2017) 71/1 2017.p. 37–49. The use of peer teaching in the language classroom offers a creative way for students to participate more fully in the learning process. Previous studies have reported that peer taught lessons bring benefits such as improved motivation, enhanced learning, and authentic communication. This article evaluates the practice of peer teaching by examining classroom interaction to see how these benefits are produced. It focuses specifically on the discourse generated by Japanese university students as they worked together during peer taught lessons. Classroom interaction was recorded and considered in terms of its instructional value. Excerpts of interaction presented in the article reveal how the student-teachers encouraged participation and thought carefully about how to assist and support their peers. By fostering discourse that was collaborative in nature, peer teaching gave rise to learning opportunities relating to lesson content and language development.
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A restricted curriculum for second language learners – a self-fulfiling teacher strategy / Asa Wedin
// Language and education Vol24, N.3 p171 - p183 Asa Wedin.The forcus of this article is on relations between classroom interaction, surricular knowledge and student angagement in diverse classroom. It’ s based on a study with emographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws in Halliday’s Systemic Funtional Linguistics. The reults indicate that language use in the classroom is on a basic everyday level and that high teacher control results in low-demanding talks and low engagement among students. Interaction in the classroom mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is frendly and inclusive, second language students are denied necessary opportunities to develop curricuular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their oppotunities to school success. Thus, i argue for a more reflective and critical approach regarding language use in classroom
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Dialogic practices in primary school classrooms / Maria Virkki,...
// Language and education Vol. 33-No1/2019 2019p. 85-100 Research into classroom dialogue suggests that certain forms are especially productive for students’ learning. Despite the large number of studies in this area, there is inadequate evidence about the prevalence of the identified forms, let alone their productivity. However, scarcity is widely presumed. The overall aim of the study reported in this article was to examine the extent to which the forms are embedded within current practice in English primary schools. Video-recordings of two lessons from each of 36 classrooms formed the database, with two subjects from mathematics, English and science covered in each classroom. Each lesson was coded per turn for the presence of ‘dialogic moves’ and rated overall for the level of student involvement in specified activities. Results revealed that the supposedly productive forms were not always as scarce as sometimes presumed, while also highlighting huge variation in their relative occurrence. They also point to the role of professional development (PD) for teachers in promoting use of some forms.
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Home and school literacy practices in Africa: listening to inner voices / Jacob Manióte Ngwaru and Kwasi Opoku-Amankwa
// Language and education 2010, Vol24, N.4 2010p. 295-307 The voices of the main stakeholders in literacy and schooling - pupils and parents - have seldom been given adequate space in studies of school and classroom discourse in sub-Saharan Africa. The present paper attempts to redress this imbalance by pre-senting the voices of pupils from a multilingual urban primary school in Ghana and of parents from a rural bilingual school in Zimbabwe. The Ghanaian study highlights challenges associated with using an unfamiliar language, English, as the medium of in-struction, selective teacher treatment in the classroom that leaves some children lacking confidence to participate and the strong influence of the home environment and other socio-economic conditions. The Zimbabwean study highlights what happens when parents are allowed a voice in their children’s education. It is argued that pupil and parent perspectives can validate the findings of existing research, deepen our understanding of classroom interaction and, in some cases, challenge conventional wisdom
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