Dialogic Instruction and Learning: The Case of One Kiswahili Classroom in Kenya

Autor/in	Lisanza, Esther Mukewa
Titel	Dialogic Instruction and Learning: The Case of One Kiswahili Classroom in Kenya
Quelle	In: Language, Culture and Curriculum, 27 (2014) 2, S.121-135 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2014.912285
Schlagwörter	African Languages; Foreign Countries; Ethnography; Case Studies; Elementary School Teachers; Elementary School Students; Teaching Methods; Classroom Environment; Reading Materials; Teacher Role; Interaction; Story Telling; Peer Teaching; Play; Interpersonal Communication; Student Participation; Kenya + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Ethnografie; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima; Lehrerrolle; Interaktion; Peer group teaching; Peer Group Teaching; Spiel; Interpersonale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kenia
Abstract	This paper reports on an ethnographic case study which was carried out in a Kenyan first-grade classroom. The classroom had 89 students with their 2 teachers who taught at different times. The classroom was very crowded and had a high paucity of literacy materials. The study was guided by sociocultural and dialogic frameworks which maintain that social and dialogic interactions have important roles to play in a child's literacy and language development. Thus, the social life of the observed classroom was central to the children's literacy and language learning. Although there were a shortage of literacy materials and space limitations in this classroom, the Kiswahili teacher's mediating role and children's agency in this classroom were paramount. Through the teacher's dialogic instruction and mediation, the children's voices were recognised and acknowledged. There were dynamic classroom interactions and dialogues which involved different practices such as storytelling, peer-guided reading, play, and classroom talk. The study concluded that meaningful instruction and dialogue are important for meaningful language learning to occur. Also, oral and written language develop simultaneously in a classroom setting. Finally, classroom contexts play a major role in language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10