Patterns of Oral Choice and Evaluation across Secondary Content Areas

Autor/inn/en	Gleason, Jesse; Berg, Margaret; Huang, Jingzi
Titel	Patterns of Oral Choice and Evaluation across Secondary Content Areas
Quelle	In: Language and Education, 32 (2018) 2, S.93-111 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gleason, Jesse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1391279
Schlagwörter	Oral Language; Prior Learning; Classroom Communication; Course Content; Mathematics Teachers; Science Teachers; Teaching Methods; Classroom Techniques; Social Studies; Language Arts; Student Projects; Rural Schools; Urban Schools; Secondary School Students; Secondary School Teachers; Role; Teacher Education; Discourse Analysis; English (Second Language); Second Language Learning; Second Language Instruction; Academic Discourse; Language of Instruction; English Language Learners; Qualitative Research + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Vorkenntnisse; Klassengespräch; Kursprogramm; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Gemeinschaftskunde; Sprachkultur; Schulprojekt; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Sekundarschüler; Rollen; Lehrerausbildung; Lehrerbildung; Diskursanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Discourse; Diskurs; Teaching language; Unterrichtssprache; Qualitative Forschung
Abstract	Our study focuses on Choice and Evaluation, two of Mohan's knowledge structures to uncover how teachers and students across content areas developed disciplinary knowledge through classroom talk. Participants included in-service teachers and their students in rural and urban secondary schools in the Eastern and Western US. Through Choice and Evaluation, we examined opportunities for students across four disciplines to build up their knowledge of content matter or "field." Findings revealed that teachers of math and science built students' field knowledge through classroom exploration, eliciting Evaluation in dialogic patterns involving Choice, while social studies and language arts teachers helped students implicitly use Choice/Evaluation through projects based on their previous experiences. The essential role of student background knowledge in enabling participation across different types of oral exchanges is shown. This study uncovers tendencies across classrooms and makes linguistically informed suggestions for teachers in the disciplines. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01