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Discourse in educational

settings

By: Lina Pamela AñazcoTania O. Contreras

Flavia Romero

Written by Carolyn Temple Adger

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Index1. Linguistic practices in schools

2. Topics of discourse analysis in school settingsa) Classroom Interaction as cultural practice

b) Classroom discourse and literacy development

c) Discourse study of second language development

d) Classroom discourse as learning

e) School as a venue for talk

3. Application of discourse studies to education

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Introduction Shuy and Griffin (1981) noted that what

they do in schools on any day is talk.

This chapter offers a selective overview of: Principal analytic constructs that have

been employed in describing classroom interaction

Some of the topics of discourse study in educational settings.

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1. Linguistics practices in schools

Discrete chunks of language

Communication as a whole

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The teacher has just completed instructions for a speaking activity to a first grade class

- Teacher: Who can tell Pamela what she has to do?

- Flavia: I know.

- Teacher: Flavia?

- Flavia: Um... you have to talk about your daily routine with your partner

Example

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O’Connor and Michaels (1996) presented a notion of participant framework

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According to Erickson (1996) classroom conversation is:

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II. Topics of discourse analysis in school settings

a) Classroom Interaction as cultural practice.

b) Classroom discourse and literacy development.

c) Discourse study of second language development

d) Classroom discourse as learninge) School as a venue for talk

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Discourse analysis in school settings

Discourse Analysis in School settings

Focused on the processes of : Literacy development Second language

acquisition The nature of cognitive

development in social space.

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a. Classroom Interaction as Culturalpractice

Discourse analysis has contributed to locating educational failure of children from certain groups within classroom practices through ethnographic studies.

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b. Classroom discourse and literacy development

Sociocultural studies are concerned with the ways in which students develop literacy and explaining the contrast between school and community for literacy success.

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c. Discourse study of second language development

Discourse is used as an analytic method for researchers in L2 because of what it can show about the acquisition process and suggests about the L2 pedagogy.

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d. Classroom discourse as learning

Discourse has played a significant role in testing and extending the socio-cognitive theory.

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e. School as a venue for talk

• School is a site for social interaction that is not merely academic.

• It presents an opportunity for innovation in the repertoire, which is different from home or neighborhood

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III. Application of discourse studies to education

Research

What happens in the classroom

when or where teaching succeeds or fails

Kamehameha work

Is needed to determine

For example

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Researchers based their work on five principles:

Facilitate learning through joint productive

activity

Develop competence language and literacy

Contextualize teaching and curriculum

Challenge students toward cognitive complexity

Engage students through dialog

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Conclusion

This chapter touches on: Some methodological advances and topical

interests within the corpus of discourse analysis in education settings.

Discourse analysis and other qualitative methods are not widely accepted even within the educational establishment.

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References

Adger, C. T. (2003). Discourse in Educational Settings. En D. Schiffrin, D. Tannen, & H. Hamilton, The Handbook of Discourse Analysis (págs. 503-517). Wiley-Blackwell.

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Thanks for your attention