Formulating topic in the classroom

Heyman, Richard D.

doi:10.1080/01638538609544631

Cited by 27 publications

(11 citation statements)

References 8 publications

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“…And it is at this structural level that they share a number of similarities with pedagogic formulations. Heyman (1986), for instance, has observed that glosses formulated by tutors during tutorials occasioned the possibility for members of a classroom to examine their own understandings of three things: 'workthus-far ', 'work-at-hand', and the 'work-to-come' (1986: 41;also see McHoul, 1978). Similar pedagogic work is achieved in these student's textual formulations.…”

Section: 'This Is What I Did!' Managing Public Displays Of 'Stake'mentioning

confidence: 96%

‘I don’t f***ing care!’ Marginalia and the (textual) negotiation of an academic identity by university students

Attenborough

2011

Discourse & Communication

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This article charts the ways in which students negotiate an academic identity whilst pursuing academic tasks that are publicly observable precisely as 'academic tasks' to their peers. Previous research into aspects of student interaction that take place within university tutorial sessions has suggested that different kinds of student identity come into conflict as students interact, face-toface. Most notably, the imperative of 'doing education' -as a keen proto-academic seeking a good final degree classification -is often overridden by the imperative of 'doing being a student' -as an average and/or indifferent student who does not stand out. In this article, however, it is not the university tutorial but a slightly different and hitherto unexplored site of interaction that is foregrounded: the university library textbook. As with tutorials, the margins of library textbooks are spaces within which individually accomplished research becomes publicly observable -in the former as group work, and in the latter as student marginalia. Drawing on discourse analytic concepts such as 'footing' and 'stake' this article seeks to understand what student marginalia can tell us about the ways in which the tension between 'doing education' and 'doing being a student' is managed and negotiated in sites other than the university tutorial.

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Section: 'This Is What I Did!' Managing Public Displays Of 'Stake'mentioning

confidence: 96%

‘I don’t f***ing care!’ Marginalia and the (textual) negotiation of an academic identity by university students

Attenborough

2011

Discourse & Communication

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“…Young 1984 argues that in instructional settings, "the formulating practices involved seem aimed less at making the pupil's meanings clearer than at shaping them to conform to the teacher's view" p. 236. Through the act of for mulating the student reply, the leader is in a position to announce what all the students will be held accountable to now know Baker, 1991 a;Heyman, 1986. Formulations also function as a useful mechanism to avoid having to issue a negative evaluation of the student reply.…”

Section: Leader Evaluations Of the Student Repliesmentioning

confidence: 99%

“Let's Go round the Circle:” How Verbal Facilitation Can Function as a Means of Direct Instruction

S.¹

2004

Journal of Experiential Education

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The facilitation of experiences through group discussion is well documented in adventure education literature. Using an ethnomethodological approach this article draws attention to how the leader in these facilitation sessions structures the discussions. It is argued that the current practice of facilitation based on verbal discussions conducted in a circular arrangement can function as a form of direct instruction. It is suggested that this form of facilitation offers limited opportunities for student creativity and favors leader sponsored accounts of student experiences. This research is significant in that it uses recorded data from facilitation sessions; it does not present an idealized or exemplary account of how the discussions should occur. The issues of power and knowledge, and in particular whose knowledge is privileged, are not peripheral for experiential educators. These findings question the positioning of the facilitator in the literature and call for a reappraisal of the way that verbal facilitation is commonly practiced.

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“…At this point, the language teacher formalised Omar's language difficulties as the topic of a classroom discussion (Heyman, 1986), and now you can say it, whereas until then it had been a topic presented by the students. Therefore, it was outside the typical structure of classroom discourse in which questions and new topics are introduced by teachers (Edwards, 1981: 299).…”

Section: Lucamentioning

confidence: 99%

“…The structure of classroom discussion, turn allocation and features (Mehan, 1974;1985;McHoul, 1978;Edwards, 1980;1981;Heyman, 1986) shapes the way in which Omar's linguistic difficulties were discussed. Knowledge of Italian had immediate consequences for access of foreign students to most classroom activities.…”

mentioning

confidence: 99%

Being a Foreigner in Primary School

Paoletti¹

2000

Language and Education

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This paper presents how the identity of the foreign student is interactionally produced in the course of ordinary educational activities. In a detailed discourse analysis within an ethnomethodological framework, I show instances of the social production of primary school students as 'foreign' in and through the interaction with other students, the teachers and the researchers, as well as in relation to school knowledge, classroom discourses and practices.Being a foreigner is shown to be socially produced and to have various meanings and implications at both the personal and institutional level. It may imply marginalisation but also positive integration.

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Formulating topic in the classroom

Cited by 27 publications

References 8 publications

‘I don’t f***ing care!’ Marginalia and the (textual) negotiation of an academic identity by university students

‘I don’t f***ing care!’ Marginalia and the (textual) negotiation of an academic identity by university students

“Let's Go round the Circle:” How Verbal Facilitation Can Function as a Means of Direct Instruction

Being a Foreigner in Primary School

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