Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?

Haneda, Mari; Wells, Gordon

doi:10.1016/j.ijer.2010.05.003

Cited by 19 publications

(10 citation statements)

References 14 publications

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“…Furthermore, her questions were response-able (Rubin, 1990) and were asked in ways that could be answered and supported authentic commentary on the topic explored together (Boyd, 2016b). As a discursive management tool, questions can function as supportive or corrective (Myhill, 2006), to broaden or narrow the scope (Burbules, 1993), and to validate and extend student thinking (Boyd & Rubin, 2002;Haneda & Wells, 2010). They can function as signaling "this is important, let's explore and clarify further," as establishing and validating shared knowledge, and offering a platform to venture further.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, kinds of classroom talk students experience shape type, scope, and quality of learning likely to occur. Understanding ways types of student talk mediate learning of language and content, and ways teachers can invite and support student contributions are of central importance to English language learning (ELL) communities (Blackledge & Creese, 2009; Boyd, 2012a; Boyd & Kong; 2015; Boyd & Maloof, 2000; Echevarria, Short, & Powers, 2006; Haneda & Wells, 2008, 2010; Johnson, 2006; Rubin & Kang, 2008; Vaish, 2013; Valdés, 2004; Verplaetse, 2000). Student talk in the target language, as an individual contribution of comprehensible output (Swain, 1995) and as collaborative dialogic interaction (Haneda & Wells, 2008; Pica, 1994; Purdy, 2008), develops discursive, communicative, and academic competencies.…”

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confidence: 99%

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Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom

Boyd

2015

Journal of Literacy Research

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The purpose of this article is to raise awareness of how the varied form and responsive and response-able use of teacher questions can invite and direct not only more student talk in classrooms but elicit specific and varied features of student talk that enhance comprehension building and provide evidence of student engagement and high-level thinking. I examine one teacher's questioning patterns and their relationship with types of student talk and learning in an elementary English language learning (ELL) classroom. I focus on two lessons, purposefully selected for differing student talk outcomes. I present a comparative look at descriptive statistics detailing teacher questioning patterning (in terms of typology, contingency, convergence-divergence, textual, extra-textual). I then illustrate how patterns of teacher questioning influence student talk and learning across these two lessons through close discourse analysis of representative classroom talk excerpts. I show how this teacher's questions are varied in form but consistently contingent on and responsive to students' talk contributions, even though in one lesson students struggle to make sense of surface meaning in the focal text and in the other lesson, students easily relate to the focal text. This teacher's willingness to listen, and wield questioning to follow and selectively support student ideas, purposes, and lines of reasoning, supports dialogic talk for thinking and learning. Student talk for thinking and learning is present, but looks different, in both lessons.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom

Boyd

2015

Journal of Literacy Research

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“…This informal, conversational lecturing style has been found to induce a higher degree of interaction between the lecturer and his/her audience (Haneda & Wells, 2010;Morell, 2004Morell, , 2007. Likewise, there have been studies of "dialogue" in primary education, literacy, and science (Haneda & Wells, 2010;Mercer et al, 2009;Myhill, 2006). Alexander (2008) argued that students would be encouraged (or sometimes required) to engage in the "cooperative enterprise" by answering an instructor's questions (Alexander, 2008).…”

Section: Dialogic Interactionsmentioning

confidence: 99%

Dialogic Interactions in the English-Mediated Classroom: A Case Study of a Social Science Class for Engineering Students in Korea

Choi¹,

Tatar²,

Kim³

2014

ASS

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In this paper, we explore the role of dialogic interactions in enhancing L2 undergraduate students' classroom participation at a university in South Korea. Previous studies on English-mediated instruction (EMI) have focused primarily on the efficiency of instruction, as evaluated in terms of the skills and proficiency levels of the students or instructors, based on the assumption that L2 linguistic competence is the primary prerequisite for successful EMI classes. However, drawing upon survey and interview data of students' perceptions of dialogic teaching and classroom observation data, we demonstrate the success of dialogic teaching. Our findings suggest that L2 speakers can participate effectively in interactions in English when the class is designed systematically to allow multiple responses built upon their previous knowledge.

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“…Interaction between lecturers and students is essential for understanding the content lectures as well as developing language proficiency [15,16].…”

Section: Influence Of Ragging On Classroom Interactionmentioning

confidence: 99%

Ragging and Its Impacts on the English Language Use of the First Year Undergraduate Community: Sri Lankan Perspective

Navaz

2020

AJESS

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Ragging is a form of teasing introduced into Sri Lankan universities with an alleged aim of assimilating new students to the university culture. The origin of ragging is not known and over the years ragging has become a form of violent action and bullying, which harms junior students physically as well as mentally. It is generally accepted that classroom interaction would help develop students’ English language proficiency, especially speaking skills. Among some of the reasons for students not to involve in interaction with lecturers, ragging (hazing) in universities seems to play a significant role. The study focused on the effects of ragging on students’ participation in language classes and their involvement in classroom discussions with lecturers, especially in the English medium content classes. Classroom discussion in the English medium classes is believed to be effective in improving the comprehension of content matters while offering a platform to develop language skills as well. Data were collected through focus group discussions and personal interviews with students and the staff of the university. The study revealed that multi-faceted sub-set of factors influenced students' behaviour in class. Students’ perception and justification of the said behaviour affect classroom interaction. Among the significant sub-set of factors, culturally embedded behavioural patterns perpetuated by senior students that come in the form of ragging seem to restrict the classroom interaction of the students in English. The study stresses the importance of examining the influence of culturally embedded behavioural factors on classroom interaction of the undergraduate community.

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Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?

Cited by 19 publications

References 14 publications

Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom

Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom

Dialogic Interactions in the English-Mediated Classroom: A Case Study of a Social Science Class for Engineering Students in Korea

Ragging and Its Impacts on the English Language Use of the First Year Undergraduate Community: Sri Lankan Perspective

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