Exploring the structure and content of discourse in remote, rural South African classrooms

Abstract

The nature of discourse within classrooms strongly predicts students’ ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students’ critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.

Análisis de recursos educativos digitales abiertos en las Ciencias Naturales en instituciones rurales con Educación Secundaria de Boyacá, Colombia

“…Allendes y Gómez (2021) presentan un estudio relacionado con la producción de REA como práctica docente no presencial de estudiantes de segundo año universitario en b Corroborado por Morales, 2020;Murphy et al, 2020;BSNL and Extramarks Education, (2017, párr. 6); Rusitoru et al, 2016;Salcedo et al, 2021.…”

Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures

“…The QT discussion approach has been implemented in numerous contexts, cultures, and languages beyond the United States, including Taiwan, mainland China, Switzerland, and South Africa (e.g., Murphy et al. 2020 ; Murphy and Quality Talk Team 2021 ; Wei et al. 2021 ).…”

High School Students’ Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science

“…Accumulating empirical research on the QT approach has evidenced positive impacts on improving students' discourse and argumentation in science, literacy, English language learning, and mathematics [27,[60][61][62], as well as in different cultural contexts [63][64][65]. As a case in point, we conducted a quasi-experiment in which high school chemistry and physics teachers implemented QT S in their classrooms over a school year [27].…”