The Experts below are selected from a list of 13062 Experts worldwide ranked by ideXlab platform
Frank Hardman - One of the best experts on this subject based on the ideXlab platform.
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pedagogical renewal improving the quality of Classroom Interaction in nigerian primary schools
International Journal of Educational Development, 2008Co-Authors: Frank Hardman, Jan Abdkadir, Fay SmithAbstract:This study reports on an investigation of Classroom Interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil Interaction and discourse as research suggests managing the quality of Classroom Interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the Interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the Classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of Classroom Interaction in Nigerian primary schools through more effective school-based training are considered.
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Classroom Interaction in kenyan primary schools
Compare, 2001Co-Authors: Jim Ackers, Frank HardmanAbstract:This article reports on a study of Classroom Interaction in Kenyan primary schools carried out as part of a national baseline study for the Ministry of Education and Human Resource Development in 1998. The baseline was designed to provide a comprehensive picture of the quality of primary education so as to allow the Kenyan Government to prioritise expenditure on resources to improve education in the republic and to assess the impact of any interventions. Video recordings of 102 lessons in English, mathematics and science were analysed using systematic observation, discourse analysis and a time-line analysis. The findings revealed the domination of transmissional forms of teaching, thereby providing little opportunity for pupils to question or explore ideas to help regulate their own thinking. The wider implications of the findings for improving the quality of Classroom Interaction in Kenyan primary schools are considered together with the training needs of teachers.
Marilyn Martinjones - One of the best experts on this subject based on the ideXlab platform.
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multilingual resources in Classroom Interaction ethnographic and discourse analytic perspectives
Language and Education, 2013Co-Authors: Mukul Saxena, Marilyn MartinjonesAbstract:This special issue of Language and Education contributes to a distinctive and growing tradition of ethnographic and discourse analytic research on multilingual Classroom Interaction. To illustrate the nature and significance of the articles assembled here, this introduction provides a brief genealogy of this research tradition. We review two broad generations of studies, along with some of the different orienting theories and methodologies guiding the studies: (1) a first generation of research in multilingual Classroom contexts that grew out of the field of linguistic anthropology in North America and (2) a second generation of studies, emerging from the early 1990s onwards, that developed critical, interpretive approaches to the study of multilingual Classroom Interaction. The second-generation studies were conducted in a wider range of research sites, including post-colonial settings, and they were explicitly framed with reference to language-in-education policies. We then introduce the five articles i...
Ersika Puspita Dani - One of the best experts on this subject based on the ideXlab platform.
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IMPOLITENESS STRATEGIES USED BY MALE AND FEMALE STUDENTS IN Classroom Interaction
2017Co-Authors: Ersika Puspita DaniAbstract:A campus is the setting where politeness is educated and where the relationship between lecturers and students, and students to students should be well established. This case could lead to the development of society which is moving to a more advanced and modern one. Nowadays , there seems to be a disruption in Classroom Interaction where impolite utterances are more likely to be used. Based on researcher’s observation, there is a new awkwardness that female more produced the impolite utterances than male. This phenomenon can be found in daily Classroom Interaction where students perform impolite speech events. The objectives of the study w as to find out the types of impoliteness strategies used by male and female students in Classroom Interaction . The study was descriptive qualitative. The subject of the study was class TI V Regular Sore of STMIK Pelita Nusantara which had been chosen randomly. The data of the study is the impolite utterances of transcripts which is recorded from the conversation in the Classroom Interaction. The data were identified, analyzed and categorized based on Culpeper’s (1996, 2003), Bousfield’s (2007), and Beebe’s (1995) theory. The findings of the study showed that there were five types of impoliteness strategy found in both data of male and female students, namely: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness . Commonly male students is the more frequent produced impolite utterances than female students did. Based on the findings, it can be concluded that overall male and female students had equal chance to perform impoliteness in Classroom Interaction. Some suggestions are directed to those who are interested in understanding impoliteness strategy as found in practice. Keywords : impoliteness strategies, male and female student, Classroom Interaction
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THE IMPOLITENESS STRATEGIES USED BY TEACHER AND STUDENTS IN Classroom Interaction
2015Co-Authors: Ersika Puspita DaniAbstract:The objectives of the study were to find out: (1) the types of impoliteness strategies used by teacher and students in Classroom Interaction, (2) the pattern of responses used by teacher and students in Classroom Interaction, and (3) the reasons of using language impoliteness in Classroom Interaction. The study was descriptive qualitative. The subject of the study was class VII-6 of MTS Negeri Tanjung Morawa which had been choosen randomly. The data of the study is the impolite utterances of transcripts which is recorded from the conversation in the Classroom Interaction. The data were identified, analyzed and categorized based on Culpeper’s (1996, 2003), Bousfield’s (2007), and Beebe’s (1995) theory. The findings of the study showed that: 1) there were five types of impoliteness strategy found in both data of teacher and students, namely: bald on record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock politeness, and withhold politeness; 2) there were four patterns of responses the impoliteness, namely: single or multiple attacks with no response, single or multiple attacks and accepting the impoliteness, OFF-DEF pairings, and OFF-OFF pairings; and 3) The use of language impoliteness in Classroom Interaction used by teacher and students shared several same reasons, namely: to mock the others, to vent negative feelings, to show power. There were some new reasons of using the language impoliteness in the Classroom Interaction, namely: to show disagreement, to clarify something clearly, to show dissatisfaction, and to give advice. The most frequent reason of using impoliteness by teacher and student in the Classroom Interaction was to mock the others and the least frequent reason was to give advice. Based on the findings, it can be concluded that overall teacher and students had equal chance to perform impoliteness in Classroom Interaction. Some suggestions are directed to those who are interested in understanding impoliteness strategy as found in practice.
Mukul Saxena - One of the best experts on this subject based on the ideXlab platform.
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multilingual resources in Classroom Interaction ethnographic and discourse analytic perspectives
Language and Education, 2013Co-Authors: Mukul Saxena, Marilyn MartinjonesAbstract:This special issue of Language and Education contributes to a distinctive and growing tradition of ethnographic and discourse analytic research on multilingual Classroom Interaction. To illustrate the nature and significance of the articles assembled here, this introduction provides a brief genealogy of this research tradition. We review two broad generations of studies, along with some of the different orienting theories and methodologies guiding the studies: (1) a first generation of research in multilingual Classroom contexts that grew out of the field of linguistic anthropology in North America and (2) a second generation of studies, emerging from the early 1990s onwards, that developed critical, interpretive approaches to the study of multilingual Classroom Interaction. The second-generation studies were conducted in a wider range of research sites, including post-colonial settings, and they were explicitly framed with reference to language-in-education policies. We then introduce the five articles i...
Steve Walsh - One of the best experts on this subject based on the ideXlab platform.
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Learning a Second Language through Classroom Interaction
Conceptualising 'Learning' in Applied Linguistics, 2020Co-Authors: Paul Seedhouse, Steve WalshAbstract:This chapter tackles a number of the conceptual and methodological problems involved in analysing how L2 learning is related to Classroom Interaction from a Conversation Analysis (CA) perspective. The chapter consists of two sections: part 1 looks at socially-distributed cognition in L2 Classroom Interaction and part 2 at Classroom Interactional competence. The first part of the chapter argues that any conceptualisation of ‘learning’ in a Classroom needs to consider the ways in which learning processes are embodied in Classroom Interaction. A brief introduction is provided to the CA position on socially-distributed cognition in conversation. We then develop a CA perspective on socially-distributed cognition and learning in relation to L2 Classroom Interaction. A data extract is analysed in relation to tracking of a learning item and in relation to learning processes.
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seeing is believing looking at efl teachers beliefs through Classroom Interaction
Classroom Discourse, 2011Co-Authors: Li Li, Steve WalshAbstract:This article explores the pedagogical beliefs and Classroom Interactions of two secondary school English‐as‐a‐foreign‐language teachers – one novice and one experienced – in the People’s Republic of China. Using interview and Classroom observation data, our study depicts the teachers’ pedagogical beliefs about teaching and learning by comparing what they say about their professional practice with their Classroom Interaction. We argue that, by analysing teachers’ stated beliefs and their Interactions while teaching, it is possible to gain a fuller understanding of the complex inter‐relationship between what teachers say they do and believe and how they interact with students. Our study has relevance to the growing body of literature on teacher cognition, and to research on Classroom Interaction and teacher development.