Engaging talk: one teacher's scaffolding of collaborative talk

Newman, Ruth

doi:10.1080/09500782.2016.1261891

Cited by 14 publications

(11 citation statements)

References 32 publications

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“…The study revealed that this pedagogy is really effective to teach EAL students. This is in line with what has been noted in the literature where Dyson (2016) stated that text or task-based work enhances academic socialisation and collaborative talk (Barron & Zeegers, 2006;Newman, 2017).…”

Section: Discussionsupporting

confidence: 90%

“…The result showed that the scaffolding techniques used in Australian ELICOS centres were viewed as useful by the participants. This is in line with what is mentioned in the international literature (e.g., Barron & Zeegers, 2006;Dyson, 2016;Newman, 2017). However, further study is needed to refine the scaffolding techniques used in ELICOS in order to help to make these techniques relevant to each specific cohort.…”

Section: Discussionsupporting

confidence: 86%

“…Although the primary focus of ELICOS centres is the enhancement of students' English language, they also emphasise academic skills. Various teaching methodologies are employed in the ELICOS sector varying from English for Academic Purposes to genre-based teaching (Dyson, 2016) and from text or task-based work to a focus on academic socialisation and collaborative talk (Barron & Zeegers, 2006;Newman, 2017). However, irrespective of the methodology or content, almost all ELICOS programs in Australia can be described as employing 'scaffolding'.…”

Section: Introductionmentioning

confidence: 99%

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Scaffolding English and Academic Skills for Iraqi English as Additional Language (EAL) Learners

Hamdany¹

2020

The Journal of AsiaTEFL

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

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Scaffolding English and Academic Skills for Iraqi English as Additional Language (EAL) Learners

Hamdany¹

2020

The Journal of AsiaTEFL

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“…This hybridisation creates new meaning (VICE, 1997). However, these utterances take place beyond the scope of the space and time of the classroom or a small scale research project (HAWORTH, 1999;NEWMAN, 2017). The power relations and ideology of the classroom is only a microcosm and students echo utterances beyond the classroom creating a 'mosaic of quotations' (LESIC-THOMAS, 2005, p. 1).…”

Section: Bakhtin's Theories Apply To Different Registers Of the Spokementioning

confidence: 99%

Other people’s voices: a reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice

Santamaria

Ade-Ojo

2019

Ensaio: aval.pol.públ.Educ.

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The aim of this pilot case-study was two-fold: to explore the power and voice within small group interactions within a secondary school classroom and to explore the implications of researching one’s own practice as a teacher-researcher. Using Bakhtin’s theories of dialogism, audio recordings of one small group interactions were compared to student independent written work, in order to understand whose voices were used and how. Four main themes were identified: power and authority; positions of submission; silence and the voice of the text. The findings also highlighted how in the midst of teaching we can fail to see these power and identity dynamics; but the time and space of reflective research enables researchers to see beyond the moment and develop the capacity to see their teaching interventions and strategies anew to support the construction of new meaning.

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“…Their analysis showed that the teachers were seldom to use encouragement talk and praised talk; the talk is dominated by asking questions. Newman (2016) investigated the rule of the teacher in designing the type of their talk to enhance collaborative talk in the classroom. His study suggested that English teachers have to design their model of talk and to consider the interpersonal aspect.…”

Section: Introductionmentioning

confidence: 99%

Facilitating student behavioral engagement in ESP classroom through teachers’ scaffolding talk

2020

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This study aims to describe the language delivered by teachers in the terms of teachers' scaffolding talk and the behavior engagement responded by the students in ESP agriculture Classroom. The investigation was conducted at a University in Sumbawa Besar, West Nusa Tenggara. Field note and video recordings were used to collect the data. During the observation, the data were then transcribed, simplified, displayed, and interpreted. The result shows there are four kinds of scaffolding talks namely prompting, dialoging, extension, and modeling from six kinds of scaffolding talk. Those scaffolding talks can facilitate the behavioral engagement of the students in ESP Classroom namely paying attention or focusing on the lesson, attempting to answer the question from the lecturer, and exerting themselves to actively participating in classroom interaction. These results suggest that lecturers and teachers may consider to apply the scaffolding talk before teaching the students in the classroom because methodology used by the teacher in teaching is as important as a talk in teaching.

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Engaging talk: one teacher's scaffolding of collaborative talk

Cited by 14 publications

References 32 publications

Scaffolding English and Academic Skills for Iraqi English as Additional Language (EAL) Learners

Scaffolding English and Academic Skills for Iraqi English as Additional Language (EAL) Learners

Other people’s voices: a reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice

Facilitating student behavioral engagement in ESP classroom through teachers’ scaffolding talk

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