A linguistic ethnographic study of dialogic teaching in upper primary classrooms

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10427589" target="_blank" >RIV/00216208:11210/21:10427589 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=dpFvShOg85" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=dpFvShOg85</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lcsi.2021.100500" target="_blank" >10.1016/j.lcsi.2021.100500</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A linguistic ethnographic study of dialogic teaching in upper primary classrooms

Popis výsledku v původním jazyce

The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance empathy and inclusion. As such they followed the same lesson plan - though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

Název v anglickém jazyce

A linguistic ethnographic study of dialogic teaching in upper primary classrooms

Popis výsledku anglicky

The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance empathy and inclusion. As such they followed the same lesson plan - though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Learning, Culture and Social Interaction [online]

ISSN

2210-657X

e-ISSN

—

Svazek periodika

29

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

15

Strana od-do

—

Kód UT WoS článku

000651152800013

EID výsledku v databázi Scopus

2-s2.0-85100500314