"Like Pulling Teeth": Oral Discourse Practices in a Culturally Diverse Language Arts Classroom

Autor/in	Wiltse, Lynne
Titel	"Like Pulling Teeth": Oral Discourse Practices in a Culturally Diverse Language Arts Classroom
Quelle	In: Canadian Modern Language Review, 63 (2006) 2, S.199-223 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Foreign Countries; Grade 9; Urban Areas; Social Structure; Research Methodology; Multilingualism; Interpersonal Relationship; Interaction; Language Arts; Oral Language; Teaching Methods; Teacher Role; Cultural Awareness; Scaffolding (Teaching Technique); Canada + Suchen Sie Ihr Suchwort? Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Urban area; Stadtregion; Sozialstruktur; Research method; Forschungsmethode; Mehrsprachigkeit; Multilingualismus; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Sprachkultur; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Cultural identity; Kulturelle Identität; Kanada
Abstract	This article examines community practices, in particular oral discourse practices, in a junior high school classroom in an urban area of Western Canada. The purpose of the research was to determine what contribution a "community of practice" (COP) framework could make to the study of social interaction in a classroom setting. Qualitative research methods were used to explore student-student and student-teacher interaction in a culturally and linguistically diverse Grade 9 classroom. Of particular interest was why a language arts teacher who claimed to love teaching through dialogue rarely initiated classroom discussion. Study findings demonstrated that the teacher's practices were shaped by the social structure of the classroom community. The article explores the teacher's role in disrupting cultural practices that limit students' participation. In conclusion, the article makes an argument for scaffolding to be added to the COP framework if it is to be utilized to advantage in classroom settings and suggests incorporating hybrid literacy practices in multilingual contexts. (Contains 15 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10