Exploring the Structure and Content of Discourse in Remote, Rural South African Classrooms

Autor/inn/en	Murphy, P. Karen; Ebersöhn, Liesel; Omidire, Funke; Firetto, Carla M.
Titel	Exploring the Structure and Content of Discourse in Remote, Rural South African Classrooms
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1826 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Murphy, P. Karen) ORCID (Ebersöhn, Liesel) ORCID (Omidire, Funke) ORCID (Firetto, Carla M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Discourse Analysis; Critical Thinking; Classroom Communication; Rural Areas; Teaching Methods; Grade 8; Teacher Attitudes; Student Attitudes; Video Technology; Language Tests; Thinking Skills; Resilience (Psychology); Foreign Countries; Language of Instruction; Multilingualism; Teacher Student Relationship; Models; African Languages; English (Second Language); Second Language Learning; Literacy Education; Literature; High School Students; South Africa + Suchen Sie Ihr Suchwort? Diskursanalyse; Kritisches Denken; Klassengespräch; Rural area; Ländlicher Raum; Teaching method; Lehrmethode; Unterrichtsmethode; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerverhalten; Schülerverhalten; Language test; Sprachtest; Denkfähigkeit; Ausland; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Literatur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The nature of discourse within classrooms strongly predicts students' ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teachers were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students' critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01