Analyzing discourse analysis: Teachers’ views of classroom discourse and student identity

Rumenapp, Joseph C.

doi:10.1016/j.linged.2016.04.002

Cited by 19 publications

(16 citation statements)

References 34 publications

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“…Discourse analysis can be seen as a tool for achieving change in classroom practice where traditional roles of teachers and students have been shifted to accommodate their new roles in classroom discourse. In other words, discourse analysis can be incorporated in teacher education courses for better understanding their new roles in the light of discourse analysis skills and competencies (Rumenapp, 2016).…”

Section: Discourse Analysis In Language Classroommentioning

confidence: 99%

Bridging the Gap Between Discourse Analysis and Language Classroom Practice

Alsoraihi¹

2019

ELT

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This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

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Section: Discourse Analysis In Language Classroommentioning

confidence: 99%

Bridging the Gap Between Discourse Analysis and Language Classroom Practice

Alsoraihi¹

2019

ELT

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“…First, discourse analysis may be a useful professional development tool to help teachers critically reflect on moment-to-moment interactions about race during shared-book reading. When teachers are supported to develop and utilize discourse analytic practices, they have been able to critically reflect on how participation structures, such as I-R-E, contribute to the construction of children's identities (Rumenapp, 2016). Therefore, discourse analysis could support teachers in analysing how participation structures afford or constrain children's understandings about race, including their own racial identities, during classroom talk.…”

Section: Implications For Practicementioning

confidence: 99%

Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

Beneke

Cheatham

2017

Journal of Early Childhood Literacy

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Reading literature to engage young children in critical discussions about race-and how it impacts their daily lives-is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and learner) and discourses (i.e. early childhood literacy) that the children and teachers co-constructed. We suggest that teachers used shared-book reading time to enact a discourse of literacy readiness and treated the activity as an opportunity to teach academic skills (e.g. classification and colour vocabulary) through teacher recitation. During these shared-book reading experiences, we argue that teachers and children constructed skin colour as politically neutral, without acknowledging the word 'race' or its deeply embedded meanings in the U.S. Based on this analysis, we discuss implications for teacher educators in terms of critical literacy practice in early childhood.

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“…In fact, teachers may feel that the abundance of hats they must wear are at odds with their own understanding of themselves (Bickmore, Smagorinsky, & O'Donnell-Allen, 2005). While much research has broadly taken into consideration how personal and professional experiences shape identities, this study aims to contribute to a growing body of scholarly work that studies the local, every day practices in which teachers may perform these identities, particularly through discourse (Alsup, 2006;Flowerdew & Wang, 2015;Rumenapp, 2016;Schieble, Vetter, & Meacham, 2015). New teachers in particular are subject to the negotiation of the many roles they must fulfill (Alsup, 2006;Pearce & Morrison, 2011).…”

Section: Discourses Of Teachingmentioning

confidence: 99%

"It teaches them to have a conversation in the real world" : an analysis of how identity performances shape classroom discussions.

Arnold¹,

Lauren²

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Although discussion has long played a role in classroom learning, recent focus on moving discussion away from the evaluative and toward the dialogic is key to understanding how discussion can be driven by multiple, shared understandings. Adopting a sociocultural perspective, this dissertation explores the ways in which identity performances shape one teacher and his students' participation in classroom discussions. The theoretical framework guiding this study draws on the relationship between discourse and identities construction, with further attention given to improvisations of identities, figured worlds, and the ways in which power shapes discourse. This dissertation argues that performed identities shape the ways in which discussion participants engaged in critical talk, particularly in how participants develop disagreement, engage in perspective taking, and foster power, agency, and voice in the classroom. Ultimately, this study suggests that it is imperative to consider the ways in which teachers navigate disagreement in the classroom, provide opportunities for students to participate in political discussion, and consider the ways in which participants' identities may shape discussion. vii

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Analyzing discourse analysis: Teachers’ views of classroom discourse and student identity

Cited by 19 publications

References 34 publications

Bridging the Gap Between Discourse Analysis and Language Classroom Practice

Bridging the Gap Between Discourse Analysis and Language Classroom Practice

Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

"It teaches them to have a conversation in the real world" : an analysis of how identity performances shape classroom discussions.

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