Does Every Student Have a Voice? Critical Action Research on Equitable Classroom Participation Practices

Autor/in	Mack, Lindsay
Titel	Does Every Student Have a Voice? Critical Action Research on Equitable Classroom Participation Practices
Quelle	In: Language Teaching Research, 16 (2012) 3, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168812436922
Schlagwörter	Intervention; Student Attitudes; Action Research; Student Participation; Foreign Countries; Teaching Methods; Multilingualism; Cultural Pluralism; Student Diversity; Equal Education; Inclusion; Cultural Traits; Student Empowerment; College Students; Discussion (Teaching Technique); English (Second Language); Speech Skills; Language Styles; Student Surveys; Semi Structured Interviews; Self Efficacy; Self Esteem; Classroom Communication; Classroom Techniques; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; Projektforschung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Inklusion; Studienberechtigung; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Mündliche Leistung; Sprachfertigkeit; Sprachstil; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Klassengespräch; Klassenführung
Abstract	This article explores the design and implementation of critical action research undertaken to encourage equal classroom participation. Building on a body of literature on critical action research and oral participation, the author reports her research project undertaken in a multi-lingual and multi-ethnic class in Japan to examine practices of how she promotes oral participation to create a more equitable pedagogy. First, detailing the action research plan including a preliminary investigation in the classroom, an action plan, an intervention and an observation of the outcome, the author then details the students' beliefs about oral participation which formed the basis of an intervention that led to a promotion of student agency and of equity in the classroom. Through this project, the author and her students redefined the conventional conception of traditional oral participation practices. This redefinition enhanced student agency making a more meaningful pedagogy for all students. It is argued that oral participation, or lack of oral participation, does not occur simply because of cultural characteristics and linguistic ability but rather that the teaching methodology, social inclusion and student voice are also main factors influencing student participation in class. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10