Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms

Maine, Fiona and Cermakova, Anna (2021) Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms. Learning, Culture and Social Interaction, 29. ISSN 2210-6561

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Abstract

The features of dialogic classrooms are well researched and theorised, yet the nuanced actions of dialogic teachers as they enable such a context are less well defined. This study takes a linguistic ethnographic approach to unpack the subtle differences in approach that three teachers take in their primary classrooms. The study is uniquely positioned in that all teachers were part of a larger project where they engaged in a series of lessons promoting dialogic interactions and discussions that aimed to foster tolerance, empathy and inclusion. As such they followed the same lesson plan – though each took the discussion in a different direction. Results find that analysis at macro and micro level, drawing on linguistic ethnographic methodology, in addition to well-established modes of dialogic analysis, highlighted the importance of seemingly minor discourse features that had significant impact on the resulting responses from children. Additionally, in all classes a common ethos of community and shared commitment to learning goals, norms for classroom discussion, and an affective convergence of social cohesion was apparent.

Item Type:
Journal Article
Journal or Publication Title:
Learning, Culture and Social Interaction
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
170091
Deposited By:
Deposited On:
13 May 2022 13:15
Refereed?:
Yes
Published?:
Published
Last Modified:
13 May 2022 13:15