Producing of Heteroglossic Classroom (Micro)cultures Through Hybrid Discourse Practice

Kamberelis, George

doi:10.1016/s0898-5898(00)00044-9

Cited by 86 publications

(49 citation statements)

References 9 publications

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“…We trust that detailed structural analyses of actual occurrences of the IRE in educational settings will eventually feed into those discussions (e.g. Kamberelis, 2001). …”

Section: Emerging Discourse Complexity: the Interactional Constructiomentioning

confidence: 99%

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A dynamic discourse approach to classroom research

Bannink

Dam

2006

Linguistics and Education

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In this paper we propose a theoretical reassessment of the discourse-analytic tools that are used in classroom research and of the data that are addressed. To that end we present in-depth analyses of 1) an IRE structure in a first English (EFL) lesson in a Dutch secondary school; 2) episodes from Dutch as a second language classes in a school for refugee children; 3) two instructional units that were used as reflection data in a university teacher training course. All of these exhibit complex footing changes (Goffman, 1981) and instances of co-speaking, muttering, whispering, overhearing etc. that are largely unexplored in classroom research. Yet these phenomena co-construct the interactional matrix that organizes participation and learning in multiparty settings. To shed light on what happens in the structural niches of turns and at the fuzzy edges of speakingslots-in-progress we need a more dynamic and complex notion of context. Speaker/hearer roles may be embedded in or parasitic on each other along a continuum of official and informal or collusive stances. In our proposals to model emerging discourse complexity, subtle changes in register, bodily posture, tone of voice, rhythm and pitch are an integral part of what constitutes 'the data'.

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“…We trust that detailed structural analyses of actual occurrences of the IRE in educational settings will eventually feed into those discussions (e.g. Kamberelis, 2001). …”

Section: Emerging Discourse Complexity: the Interactional Constructiomentioning

confidence: 99%

“…Cazden, 1988;Duff, 2002;Hall, 1998;Kamberelis, 2001;Koole, 2003;Kramsch, 2002;Lantolf, 2000;Mehan, 1998;Van Lier, 1996, 2004Varenne & McDermott, 1999;Wortham, 1994). From such a perspective, classroom practices (what actually happens in the institutional situation) is primary.…”

Section: Introductionmentioning

confidence: 99%

A dynamic discourse approach to classroom research

Bannink

Dam

2006

Linguistics and Education

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“…См. : Kamberelis, 2001;Kamberelis, Wehunt, 2012;Kettle, 2005; 9. Со второй половины XIX века музыкальное воздействие тематизируется в предметном поле музыкальной психологии.…”

Section: A Kind Of Magicunclassified

Culture as Obstacle: Demusicalization of the World in the Hybrid Discourses of the Effects of Music

Анна¹

2017

RSR

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“…Employing analogy and humor, especially by drawing on students' everyday knowledge and teenage culture, is not an uncommon instructional practice (e.g., Bellocchi and Ritchie 2011;Kamberelis 2001). In particular, Ms. Davis's pedagogical strategies reflect what teacher educators' refer to as the construction of hybrid practices that connect science ideas, terminology, and knowledge with students' everyday knowledge and language use.…”

Section: Ap Biology Classmentioning

confidence: 99%

An examination of Melody’s identities, contexts, and learning in a US science classroom: implications for science education of Asian transnational students

Ryu

2015

Asia Pac. Sci. Educ.

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This study examines how Melody, a Korean transnational girl in the US, participates in high school AP (Advanced Placement) biology class, engages in identity work, and learns science. Melody was a daughter of a gireogi family (a transnational family separated for educational purposes), living with her mother and brother in the US. The recent increase of transnational educational migration among Asian students and the importance of identity in understanding students' learning and participation motivated this study. I define identity as a type of personhood and view that it is always performed and negotiated by individuals in their social lives. Drawing on ethnographic data collected in Melody's AP Biology class, I will show Melody constructed identities as a non-participant, limited English-proficient student and incompetent biology learner. Her identity construction was influenced by the meso level contexts (e.g., school, classroom) and personal contexts (e.g., gireogi family contexts). Yet, Melody constantly negotiated with these contexts to re-figure her identities to be more conducive to her biology learning and to enhance her classroom participation. This study demonstrates how individual students in the US, while coming from a stereotypically successful ethnic group, experience their life contexts and explore possibilities for learning and being in different ways. Implications include how researchers and teachers should pay attention to individual differences and contexts in order to better facilitate their science learning and classroom participation. I will also provide implications for education in countries that send gireogi families and transnational students.

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Producing of Heteroglossic Classroom (Micro)cultures Through Hybrid Discourse Practice

Cited by 86 publications

References 9 publications

A dynamic discourse approach to classroom research

A dynamic discourse approach to classroom research

Culture as Obstacle: Demusicalization of the World in the Hybrid Discourses of the Effects of Music

An examination of Melody’s identities, contexts, and learning in a US science classroom: implications for science education of Asian transnational students

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