Journal article
Reciprocity of Student and Teacher Discourse Practices in Monologically and Dialogically Organized Text Discussion
Journal of language & literacy education, Vol.13(2), p.1
10/01/2017
Abstract
Scholars have established, not only that teacher discourse can play a reciprocal role in the quality of students' discursive participation, but also that a teacher's individual discursive moves can assume forms that seem at odds with the kinds of participation they elicit. Here, we examine whether one possible key to understanding this paradox lies in the role of larger discourse practices. We examined the relationship between teacher and student discourse practices during text discussions in a cross-case analysis of two second-grade bilingual classes. We coded all discourse moves across 10 text discussions to identify regular moves for each setting, then examined how these moves embodied goals linked to larger discourse practices. We found teachers and students in the two classrooms engaged in distinctively different discourse practices, which were either largely dialogic or monologic. Furthermore, we found that even when individual student moves were not teacher prompted, they could reflect discourse practices highly responsive to those of the teacher.
Details
- Title: Subtitle
- Reciprocity of Student and Teacher Discourse Practices in Monologically and Dialogically Organized Text Discussion
- Creators
- Maren Aukerman - University of CalgaryErika Moore Johnson - Stanford UniversityLorien Chambers Schuldt - Ft Lewis Coll, Teacher Educ, Durango, CO 81301 USA
- Resource Type
- Journal article
- Publication Details
- Journal of language & literacy education, Vol.13(2), p.1
- Publisher
- Univ Georgia, Coll Education
- ISSN
- 1559-9035
- eISSN
- 1559-9035
- Number of pages
- 52
- Language
- English
- Date published
- 10/01/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374358502771
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