Going "Meta": Using a Metadiscoursal Approach to Develop Secondary Students' Dialogic Talk in Small Groups

Autor/in	Sutherland, Julia
Titel	Going "Meta": Using a Metadiscoursal Approach to Develop Secondary Students' Dialogic Talk in Small Groups
Quelle	In: Research Papers in Education, 30 (2015) 1, S.44-69 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2013.850528
Schlagwörter	Discourse Analysis; Teaching Methods; Feedback (Response); Audio Equipment; Video Technology; Qualitative Research; Dialogs (Language); Formative Evaluation; Comparative Analysis; Observation; Teacher Attitudes; Student Attitudes; Self Concept; Socioeconomic Status; Teacher Student Relationship; Urban Schools; Secondary School Students; Secondary School Teachers; Foreign Countries; English Instruction; English Teachers; Action Research; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Qualitative Forschung; Dialog; Dialogs; Dialogue; Dialogues; Beobachtung; Lehrerverhalten; Schülerverhalten; Selbstkonzept; Socio-economic status; Sozioökonomischer Status; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Ausland; English langauage lessons; Englischunterricht; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Projektforschung
Abstract	This paper reports on a year-long research study: four teachers of English, their Year 8 (13-14 year old) classes (110 students) in urban, secondary schools and a university teacher educator investigated the contexts for students to develop dialogic, exploratory talk in small groups. Assuming a Vygotskyan perspective, the study adapted a pedagogic model from an earlier project, endorsing a structured approach to talk, with "ground-rules" and reflection. The study investigated how this guided model might intersect with other aspects of classroom culture, practice and identity to effect sustained development in students' use of exploratory, dialogic talk. The project involved research collaboration cross-school, including students exchanging formative feedback on videotaped talk. Qualitative research methods comprised comparative discourse analysis of audio and videotapes of representative group talk; semi-structured lesson observations; and sequential teacher and student interviews. The study concludes that practising a structured model and reflecting on discourse had a liberating effect on the majority of students, enabling experimentation with different forms of dialogic talk and identities. Shifts in discourse, confidence and identity positioning were particularly marked in "lower-attaining" students of lower socio-economic status. Teachers' metadiscoursal reflection resulted in changes in teacher-student relationships and classroom talk characterised by tentativeness, permitting knowledge to be contested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10