The Many Faces of Gertrude: Opening and Closing Possibilities in Classroom Talk

Autor/inn/en	Townsend, Jane S.; Pace, Barbara G.
Titel	The Many Faces of Gertrude: Opening and Closing Possibilities in Classroom Talk
Quelle	In: Journal of Adolescent and Adult Literacy, 48 (2005) 7, S.594-605 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.48.7.5
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Environment; Context Effect; Discussion (Teaching Technique); Critical Thinking; Social Environment; School Culture; Adolescents; Literature Appreciation; Secondary Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Kritisches Denken; Soziales Umfeld; Schulkultur; Schulleben; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Literarische Wertung; Sekundarbereich
Abstract	The authors examine classroom discussions of Hamlet in two distinct and separate contexts. They display contrasting patterns of discourse to highlight the influence of a classroom's interpretive norms on students' opportunities for critical readings of literature. The excerpts of classroom talk focus on how two teachers and their students constructed Queen Gertrude's character and illustrate how classroom discourse can shape students' understandings of literature and of literary characters. The authors suggest that the nature of students' participation in classroom discussion is based on their construal of the classroom culture, and they raise questions about the roles that teachers play in creating that culture. Opening possibilities for students to raise questions of compelling interest, to initiate topics of substance, and to consider the complexity and ambiguity of plight and motive requires a constellation of classroom supports. After exploring the patterns of interaction and their different results in the two classrooms, the authors suggest strategies for supporting students' developing literary thinking as well as their emerging critical perspectives of social power and position. (ERIC).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10