Tacit Communicative Style and Cultural Attunement in Classroom Interaction

Autor/inn/en	Gratier, Maya; Greenfield, Patricia M.; Isaac, Adrienne
Titel	Tacit Communicative Style and Cultural Attunement in Classroom Interaction
Quelle	In: Mind, Culture, and Activity, 16 (2009) 4, S.296-316 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Language Styles; Class Activities; Learning Activities; Conflict; Student Participation; Interaction; Classroom Communication; Immigrants; Teaching Methods; Teacher Behavior; Teacher Student Relationship; Grade 2; Hispanic American Students; Discourse Analysis; Criticism; Cooperation; Cultural Awareness; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Sprachstil; Lernaktivität; Konflikt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Klassengespräch; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 02; 2. Schuljahr; Schuljahr 02; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Diskursanalyse; Kritik; Co-operation; Kooperation; Cultural identity; Kulturelle Identität; Qualitative Forschung; Statistische Analyse
Abstract	This article examines the effect of a teacher's cultural representations and tacit communicative style on interactive practices in the classroom. We compare two second-grade classrooms constituted predominantly by Latino immigrant children and teachers with differing cultural representations of education. Through video and acoustic analyses of matched samples of classroom activities we document a discourse style that is more group oriented in one of the classrooms and more individual oriented in the other classroom. Our analyses show that the group-oriented communicative style is characterized by greater cooperative overlap and chorusing, more student self-selection, less teacher selection and less arm raising, less confirmatory repetition by the teacher, more frequent collaborative completion and more criticism, and less praise. Using both quantitative and qualitative methods, we go on to describe evidence of greater cultural attunement between teacher and students when they share a common tacit communicative style. The principal index of attunement highlighted by our results is student participation. We also suggest that patterns of interactive timing in classroom discourse provide insight into processes of cultural attunement and conflict. (Contains 1 table and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10