Classroom interaction and its potential for literacy learning

Abstract

This article elaborates on classroom interaction in relation to literacy learning across the curriculum. Drawing on a study in two grade six classrooms in Sweden, we report on identified possibilities of interaction during 12 lessons in the two subject areas of Law and Rights and World Religions. The analysis focuses on the register of repertoires for interaction through organisation and teaching talk and, to some extent, learning talk (Alexander, 2008). These repertoires, and the possibilities they create, are related to Cummins' (2001) framework. The results elucidate the important role interaction plays for students' learning of literacy through subject content and vice versa. Drawing on the results, we argue it is necessary to consider the students to be participants with resources, who can increase their possibilities of taking active part in both the initial, intermediate and final phases of learning in various subject areas if interaction is more present. In this way the students can get access to classroom practices, drawing on various subject content, that more strongly support them to develop sustainable abilities of literacies and specific subject knowledge. The latter is necessary for the learning of all subjects across the curriculum, but also for future commitment within society and citizenship.

Textual resources in the classroom: the challenge of integrating critical approaches

“…From our point of view, the welcoming of moral and ethical issues in classroom practices is essential. Students' sharing of thoughts on content creates possibilities for them to use and deepen their understanding of this content, and it might also mean that their motivation increases (Cummins, 2001;Schmidt & Skoog, 2017, 2018. The results show that critical reflections depend on the "soil", the context of subject-specific content.…”

“…In order to compare and evaluate information, and to create knowledge from textual resources, offline and online, students need to be supported in the beginning of and throughout the learning process (Alexander, 2008;Cummins, 2001;Schmidt & Skoog, 2017, 2018. One way to support such processes is to make room for dialogic classroom conversations that are closely connected to the subject's content and, at the same time, carried out with an openness regarding students' different thoughts and reflections.…”

“…Notes 1. Two papers have already been published that partially draw on the results from this specific task in relation to classroom interaction and the role of teachers' questions (Schmidt & Skoog, 2017, 2018. 2.…”

Equity, Teaching Practice and the Curriculum

“…Since whole-class teaching dominates classroom practices, to be followed by individual work, this means that the students are offered rather nondialogical classroom pedagogies with few possibilities of their own learning talk . Also, this gives evidence that this group of students, where the majority are second-language learners, lack access to opportunities for exploration-based activities, including opportunities for active language use Schleppegrell, 2004;Schmidt & Skoog, 2017. While some of the students find the tempo a bit tedious in Swedish subjects, combined with very low expectations, others are satisfied with the structure of teaching factors in this subject.…”

“…In order not to reinforce a deficit discourse, the importance of providing intellectually challenging education for second-language learners, combined with high support and explicit language teaching, has long been emphasised (Cummins & Early, 2011;Gibbons, 2008). Also, previous research regarding second-language learners' opportunities for learning and developing knowledge highlights the importance of contextualisation, structure, high expectations and exploration-based activities, including opportunities for students' active participation and active language use Schleppegrell, 2004;Schmidt & Skoog, 2017.…”