Teacher Talk Research Articles

PELATIHAN BILINGUAL TEACHING BAGI GURU MTS HIFAL BANYURIP PEKALONGAN

The availability of a bilingual class whose learning process uses two languages ​​of instruction, namely Indonesian and English, is expected to be the answer to problems in an effort to increase the competitiveness of the Indonesian generation to the international world. The application of the Bilingual Class at Mts Hidayatul Athfal (HIFAL) is one of the flagship programs that it has as an effort to improve the quality of students at the school. This is the flagship program of MTs HIFAL, however, there are new challenges for school administrators considering that not all teachers are able to speak English fluently. Therefore, the school really needs Bilingual Teaching training for MTs HIFAL Banyurip teachers, Pekalongan. By holding training through community service activities, it is hoped that the teaching skills of teachers in bilingual languages ​​can be improved. This training also involves native speaker who help participants to practice using English. Bilingual Teaching training activities for MTs Hidayatul HIFAL) teachers provided significant benefits for participants. By participating in these activities, participants gain material and experience that can be applied to the Bilingual class. In the microteaching session, participants have implemented the preparation of bilingual learning tools, the use of Teachers Talk in bilingual learning, the use of ICT in bilingual learning, and the use of cooperative learning methods in bilingual learning. By participating in this training, most of the participants (teachers) seemed more confident in using English for daily communication, especially for teaching. Their speaking and teaching skills using the bilingual language are improved.
 Keywords: Bilingual; Training; Teaching

Why didn't I make it digital: Indonesian Teachers’ Perception of Dialogical-Based Online Teaching and Socio-Emotional Connections

While it is widely acknowledged that educational technology has been used as an online learning modality, socio-emotional aspects are still in crisis during the post-COVID-19 era. Theorized in Alexander’s dialogic teaching and Delahunty's socio-emotional connection, this phenomenology study addresses two Indonesian teachers’ perceptions of dialogical-based online teaching and socio-emotional connections. The data were empirically garnered from semi-structured interviews and teaching documents. Findings shed some lights on four macro parameters of socio-emotional aspects within dialogic-based online teaching framework: transformation of pedagogical content, learning interaction, sense of community, and identity formation. The present study theoretically and practically contributes to sociocultural dimensions of dialogic teaching construction in online classroom.

SPEECH FUNCTIONS OF TEACHER TALK IN CLASSROOM INTERACTION IN POLITEKNIK HARAPAN BERSAMA TEGAL

Interactions in the college non-English major are supposed to be different from the college with English major. The teacher might use bilingual (Bahasa Indonesia and English) for the whole interactions with the purpose that the students can understand what the teacher said. This study was conducted to explain the application of Sinclair and Coulthard’s IRF model which occured in teacher talk in classroom interaction. A case study was applied in this study which had been conducted at the second semester of computer program in Politeknik Harapan Bersama Tegal. The result of the study showed that the interaction in the classroom is dominated by teachers. This domination is mostly influenced by social status of the interaction participants. It can be also concluded that the interpersonal relationships between teachers and students in a classroom are more influenced by the power dimension. Meanwhile, contact and emotion dimension do not give significant impact toward the process of interaction between teachers and students in classroom. It can be interpreted that as the authoritative persons who have more access in knowledge and education (expertise), teachers keep maintaining their status by showing their domination in the interaction process.

Classroom Interaction in the EFL Speaking Class in Junior High School

The teaching and learning process is very dependent on the interactions that occur between teachers and students. The interaction occurs when the two subjects (teacher and student) speak. The purpose of this study is to analyze the types of interactions that were carried out during speaking class, teacher talk, and student talk. This study uses a qualitative design with research subjects were English teachers and 35 students in grade 8 at SMP Negeri 5 Singaraja. The data were obtained using observation and using the Foreign Language Interaction (FLINT) system as data analysis. There were three current flows of analysis method namely: data reduction, data display, and conclusion/verification. The result of the study reveals that there were seven types of classroom interaction. Those types of classroom interactions have the role to support the success of the learning process. The highest percentage of teacher talk is in teacher-whole class which the class is almost done with the all interaction by the teacher with the students.

“A lot of them write how they speak”: policy, pedagogy and the policing of ‘nonstandard’ English

AbstractInternational studies of talk‐intensive (or ‘dialogic’) pedagogies have demonstrated that children who experience academically challenging classroom discussion (‘dialogue’) make greater progress than their peers who have not had this experience. In England, gains in achievement have been greatest for pupils from less privileged socio‐economic backgrounds, thus underlining the importance of dialogue to social mobility. However, policy prescriptions on ‘standard English’ run counter to the principles of dialogic teaching by privileging ‘correct’ forms of expression over emerging ideas. In this article, we argue that schools can be coerced by macro‐level policy into creating meso‐level policies which police nonstandardised forms in the classroom with the assumption that this will improve literacy rates. We draw upon a corpus of Ofsted reports as well as data collected in primary schools – pupil writing and focus groups, video‐recorded literacy lessons and teacher interviews – to demonstrate that features of spoken dialect grammar occur infrequently in pupil writing, yet the narrative that spoken dialect is a ‘problem’ within education is driving policy/practice that is detrimental to classroom talk and pupil learning. We argue that this must be addressed urgently if we are to exploit the full potential of talk for learning and for addressing educational inequities.

Studying Alignment in a Collaborative Learning Activity via Automatic Methods: The Link Between What We Say and Do

A dialogue is successful when there is alignment between the speakers, at different linguistic levels. In this work, we consider the dialogue occurring between interlocutors engaged in a collaborative learning task, where they are evaluated on how well they performed and how much they learnt. Our main contribution is to propose new automatic measures to study alignment; focusing on lexical alignment, and a new alignment context that we introduce termed as behavioural alignment (when an instruction given by one interlocutor was followed with concrete actions in a physical environment by another). Thus we propose methodologies to create a link between what was said, and what was done as a consequence. To do so, we focus on expressions related to the task in the situated activity. These expressions are minimally required by the interlocutors to make progress in the task. We then observe how these local alignment contexts build to dialogue level phenomena; success in the task. What distinguishes our approach from other works, is the treatment of alignment as a procedure that occurs in stages. Since we utilise a dataset of spontaneous speech dialogues elicited from children, a second contribution of our work is to study how spontaneous speech phenomena (such as when interlocutors say "uh", "oh" ...) are used in the process of alignment. Lastly, we make public the dataset to study alignment in educational dialogues. Our results show that all teams lexically and behaviourally align to some degree regardless of their performance and learning, and our measures capture that teams that did not succeed in the task were simply slower to collaborate. Thus we find that teams that performed better, were faster to align. Furthermore, our methodology captures a productive, collaborative period that includes the time where the interlocutors came up with their best solutions. We also find that well-performing teams verbalise the marker "oh" more when they are behaviourally aligned, compared to other times in the dialogue; showing that this marker is an important cue in alignment. To the best of our knowledge, we are the first to study the role of "oh" as an information management marker in a behavioural context (i.e. in connection to actions taken in a physical environment), compared to only a verbal one. Our measures contribute to the research in the field of educational dialogue and the intersection between dialogue and collaborative learning research.

Utterance chains: A dialogic route to speculative thinking-with toddlers in the Chthulucene

Sustained shared thinking dialogues which focus on teacher talk with preschool learners have long been considered an important route to learning progression. Toddlers, however, seldom engage in dialogues through talk alone, and their encounters are often fleeting. As a consequence, they are often positioned on the periphery of learning dialogues that are granted primacy in the Capitalocene, because they must first acquire adult forms of communication and their meanings before thought becomes possible. Viewed from a dialogic standpoint, however, toddlers offer important clues to co-constituted meaning-making through subtle, fleeting, embodied and interconnected language acts. When stitched together across time and space and in speculative, apperceptive, contemplation of their strategic orientation, these seemingly random utterances can act as a source of shared thinking through interanimating chains of thought that implicate teachers as well as toddlers. In the paper that follows, utterance chains are brought to life through curated video and dialogue with Aotearoa New Zealand teachers who, sought to ‘think with’ toddlers in ECE settings. Paying attention to interconnecting links in meaning across language acts over time and space, utterance chains invoked apperceptive engagement with language and thought. These discoveries invite teachers to expand communicative repertoires to ‘think with’ young learners as optimistic encounters of ‘making-with’ bestowals in and for the Chthulucene.

Teaching and learning for life skills development: Insights from Rwanda’s 12+ programme for adolescent girls

SummaryMotivationThe development of life skills has been increasingly recognized in formal and non‐formal education programmes as critical to enabling young people to flourish in personal relationships, the workplace, and wider society. Recent competency‐based curricular reform reflects a growing consensus on the importance of developing a combination of socioemotional, cognitive, and practical skills to overcome contemporary social, environmental, and economic global challenges. Yet there is limited research examining the pedagogical practices that lead to the effective development of such skills.PurposeThis article seeks to fill that gap by drawing on lessons from Rwanda’s 12+ programme, a non‐formal life skills programme for adolescent girls. Examining potential links between pedagogical practices and the programme’s impacts on adolescent girl participants, it enquires into lessons that can be learnt for both formal and non‐formal schooling.Methods and approachInsights from focus groups and interviews with 12+ graduates (ages 15–17) and mentors were triangulated with analysis of project documentation including teaching and learning materials.FindingsFive insights are highlighted: structured teaching and learning materials and scaffolded support for mentors; the use of dialogic teaching; experiential learning opportunities; the importance of safe spaces and trusting relationships; and the engagement of mentors as role models. These combined ingredients of effective life skills programming were perceived to have led to the development of adolescent girls' skills, knowledge, and attitudes, including confidence, voice and agency, financial literacy, self‐efficacy, and self‐care.Policy implicationsTeacher education and ongoing professional development should focus on strengthening teachers' capacity to use learner‐centred, interactive methods, and to foster positive social relationships with and among learners. Sharing of materials and approaches between non‐formal programmes and the formal education system should be encouraged.

A Processual Perspective on Whole-Class- Scaffolding in Business Education

Context: Scaffolding is a form of process-adaptive learning support that is relevant in numerous contexts, including informal learning, workplace learning as well as school teaching. While scaffolding can be well conceptualised for individual learning situations (especially for tutoring situations), there is a difficulty in measuring process adaptivity in heterogeneous learning groups, such as school classes. Approach: In this paper, we develop a measurement method that targets the deep structure of teaching and learning in whole class settings. Processes of shared knowledge constructions are taken into account, since whole-class-scaffolding (WCS) means to shape and develop common or joint knowledge spaces rather than to scaffold a multitude of individual construction processes at the same time. To achieve a coding procedure for WCS interactions, we integrate scaffolding principles and principles of dialogic teaching and explicated a set of rules that can be correlated to the quality of WCS-episodes rated on distinct Likert scales. Results: The measurement method developed in the paper provides a solution to the problem of how to measure process-adaptive learning support that is not only related to individual learners, but is directed at a heterogeneous group of learners in which different support needs may be present simultaneously. The coding procedure systematically links scaffolding principles and principles of dialogic teaching and enables us to capture the dynamics of teaching and learning processes in larger group settings. In this respect, concepts such as joint- and common space, representing entities to which WCS refers, are operationalised. Conclusions: When methods for measuring the dynamics of teaching and learning processes are available, research on instructional support is no longer limited to global ratings of whole learning units. Furthermore, the codings allow for a more fine-grained analysis of trajectories of scaffolding interactions. Such an analysis reveals information about local specifics of WCS that can explain further learning differences between students and that can be used to derive implications for effective instructional techniques.

Do you Want to Trade Shares, Poultry or Education? The Marketization of Higher Education in Brazil

We investigated the marketization of the higher education market (HEM) in Brazil. We analyzed the top 10 higher education institutions (HEI), and main mergers and acquisitions operations during the covid-19 pandemic. The objective was to bring to the fore empirical evidences of marketization. What we found out is that seven out of the top 10 HEIs are listed. They operate in the HEM in Brazil like any other global corporation in any other business sector around the world. We found clear traces of marketization, globalization and commoditization. From this empirical locus of investigation, we embraced Paulo Freire’s concepts of banking education and dialogic pedagogy to discuss the effects of the HEM structure in management learning and education, largest undergraduate program in the country. Teachers’ agency is dwarfed and dialogic pedagogy becomes constrained, in what Freire would denominate as banking education. We have to create spaces within the content to be delivered/deposited in class to forge a dialogic pedagogy that is reflexive in its essence. We have to recover students and teachers’ agency by bringing into the classroom students’ context/reality to challenge the delivered content. This is the only way to form qualified/critical professionals and citizens and to become better educators. We have to maintain our epistemological curiosity, and to walk, asking and questioning, as Paulo Freire would suggest. The alternative is to let the algorithm teach.

Teacher and Student Talk in Classroom

This research's main objectives aimed at describing the types of an effective teacher and student talk based on Moskowitz’s FLINT analysis system; and the factors influencing its use in the teaching and learning process. The researcher applied a qualitative research design. This research participants were the teacher and students of the English Education Study Program at the State University of Makassar. One teacher and two classes were taken as the subject of this research. The data were obtained from classroom observation and interviews. In the interview, 12 students were chosen randomly. The data from observation and interviews were analyzed using an interactive model of data analysis procedure based on Miles & Huberman (2013). The findings showed that not all types of an effective teacher and student talk occurred in the observation. Some utterances cannot be classified into FLINT theory, and those utterances were then classified as a new type of teacher talk: "Assalamu’alaikum warahmatullahi wabarakatuh” and "good morning" were then classified as greeting. Moreover, the expression when the teacher is checking the students' attendance was classified as attendance checking. Meanwhile, it can be inferred that the classroom atmosphere or the students' character was the factor that mainly influences the use of effective teacher talk in the class. Then, the factors that may influence the use of compelling student talk in the class were (1) a signal of chance; (2) students' prior knowledge; (3) students' self-confidence; (4) students' curiosity; and (5) the teacher.

“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires

PurposeAdaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.Design/methodology/approachAs an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.FindingsThis paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.Originality/valueThe authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

Word Knowledge Instruction: We Can Walk and Chew Gum at the Same Time

AbstractAlthough development of young children’s vocabulary knowledge is critical for their literacy, it often is neglected in classrooms, especially those pressed for time. In this article we explore a literacy coach’s implementation of SAIL (Survey, Analyze, Interpret, Link), an instructional framework that integrates academic vocabulary (AV) development with development of children’s orthographic knowledge during small‐group word‐study instruction. We also examine the teacher’s talk moves and their relationship to students’ learning of AV. The context is a pullout intervention with kindergarten and first‐grade children in a lower‐performing school. We identified five, teacher talk moves that characterize the AV instruction and describe them through transcript excerpts. Children demonstrated significant growth in orthographic knowledge and in learning taught AV. Our discoveries provide support for integration of these two areas. Integration provided a meaningful context for AV learning and opportunity for more efficient teaching, without detriment to learning in either area.

Ending Literacy Poverty: The Role of Early Childhood Educators and Caregivers in Developing Oral Language

Oral literacy development is the basis for other language skills, lifelong learning, and acquisition of indigenous knowledge. The oral literacy skills of language lay a solid foundation for other skills. This paper aims at exploring the teacher role of oral literacy facilitation in the early grades. The paper is a qualitative type. Thematic explanatory and descriptive approach were used. Population for the study was all primary schools in a deprived district of Volta Region in Ghana. Fifty early grade classrooms were purposively selected in four circuits in the district for data collection. Observation, interview, and focus group discussion were the data collection instruments. It was found that teacher talk time in lesson delivery is high as compared to learner talk time. Low usage of Teaching and Learning Resources (TLRs) in lessons was evident. Inadequate professional capacity of the use of TLRs is a factor that requires attention. It was found that many strategies are available for oral literacy development in the classroom. The paper concludes that, teachers do not purposefully teach oral literacy at the early grade levels. Consequently, learners acquire less vocabulary and comprehension skills. Learners struggle along the levels of education to acquire lexical competency in many fields. The paper suggests a review of the content of the Colleges of Education curriculum to include courses in oral literacy development. It also recommends a purposeful use of the Professional Learning Community of the Standard Based Curriculum to continuously equip teachers with knowledge and skills of classroom practices to develop oral literacy skills. The supervision unit of Ghana Education Service should be resourced to monitor and coach teachers to facilitate oral literacy in early grade classrooms. Parents and caregivers are encouraged to involve children in oral interactive activities at home.

Teacher training for inclusion. Wearing a yellow vest at school or daily practices that we learn to resignify

ABSTRACT This paper analyses a research developed at the University of Cantabria (Spain) committed to inclusive education, as it proposes a process of collaborative enquiry into relevant educational concepts related to attention to diversity. The work carried out by the university students (preservice teachers) resulted in the production of a dictionary constructed from several voices (informants). The study is qualitative and involves 4 university professors (they are also the researchers) and 70 students of the Education Degree. Here we present the results of the enquiry process into the concept of the ‘yellow vest’. This project has been led by three preservice teachers with the participation of five six-year-old students, three tutors and two support specialists as informants. This enquiry project functions as the epitome of the training process and demonstrates how inclusion is a socially anchored process. The results highlight a number of factors that contribute to making teacher education inclusive: the agency of university students in their training process; recognition of the value of diverse voices in order to build legitimate knowledge; deliberative dialogue in inclusive education; the use of heterogeneous communicative languages.

Teachers’ framing and dialogic facilitation of Minecraft in the L1 classroom

A fairly large body of research has documented how digital games can be used in L1 education. However, there is still a lack of detailed studies on how literacy teachers go about teaching with games as multimodal texts in the classroom. Revisiting earlier empirical work on the use of the sandbox game Minecraft in primary school, the aim of this paper is to explore how a specific game challenge is enacted in practice as seen from a dialogic perspective. Drawing on theories on games and literacies, dialogic education, and teachers as professional practitioners, the paper presents the Game as Educational Challenge (GEC) model in order to understand how L1 teachers frame specific game challenges and facilitate dialogue with the students in relation to their game experiences. The model is used to reanalyse empirical examples of how teachers from three primary schools adopted a teaching unit with Minecraft through different pedagogical approaches. The findings show not only how the teachers’ framing of the game challenges reflected their familiarity with the game, but also how they taught and related the game challenges to curricular aims in different ways. Moreover, it is found that the teachers negotiated authorial positions quite differently when facilitating classroom discussions with students about their game experiences.

What is my teacher talking about? Effects of displaying the teacher’s gaze and mouse cursor cues in video lectures on students’ learning

ABSTRACT Eye movement modelling examples (EMME) are instructional videos that display a teacher’s eye movements as “gaze cursor” (e.g. a moving dot) superimposed on the learning task. This study investigated if previous findings on the beneficial effects of EMME would extend to online lecture videos and compared the effects of displaying the teacher’s gaze cursor with displaying the more traditional mouse cursor as a tool to guide learners’ attention. Novices (N = 124) studied a pre-recorded video lecture on how to model business processes in a 2 (mouse cursor absent/present) × 2 (gaze cursor absent/present) between-subjects design. Unexpectedly, we did not find significant effects of the presence of gaze or mouse cursors on mental effort and learning. However, participants who watched videos with the gaze cursor found it easier to follow the teacher. Overall, participants responded positively to the gaze cursor, especially when the mouse cursor was not displayed in the video.

Growing research groves to visualize young students’ learning in small groups

This paper stems from calls for methodological advancement in two areas of research: primary mathematics education and dialogical education. We respond to these calls from the commognitive standpoint by introducing the Grove of Realizations as a tool for capturing and visualizing individual students’ learning through collaborative work in small groups. We focus on a group of four students from a New Zealand Year 4 class (aged 8 and 9 years old), as they classified odd and even numbers and reasoned about their sums. This data is used to present the analytical affordances of the tool for (i) visualizing gaps in communication between group members, (ii) mapping their discursive development, and (iii) showing whether and how gaps are bridged within a group. The paper concludes with the discussion of the tool’s affordances and directions for further development.

ECE as an educative and multifaceted practice for growth: to assess and evaluate teaching and learning by documenting children’s actions and re-actions

ABSTRACT Preschool teachers in Sweden are expected to document children’s learning and assess their learning outcomes, for the purpose of long-term evaluation and to develop the educational preschool practice. Previous research shows that the tools for documenting individual learning are particularly focusing on children’s cognitive knowledge, while the tools for evaluating the preschool practice are developed for standardized assessment and teachers’ self-reflection. The purpose of this study is to present and illustrate an action-based tool that (i) facilitates documentation and assessment of children’s multifaceted learning and (ii) combine and interweave individual learning with situated teaching approaches and evaluation of the preschool practice at institutional level. The action-based methodological framework takes a starting point in John Dewey’s pragmatism, transactions and functions of education including qualification, socialization and person-formation. Two analytical approaches; Practical Epistemology Analysis (PEA) and Epistemological Move Analysis (EMA) are used to clarify and illustrate individual, social and institutional dimensions of learning from four sequences of one preschool activity including four children and one teacher talking about a fairy tale. We argue that this tool for assessment and evaluation facilitates action-based reflection and discussion about relations between children’s individual learning and institutional norms and values.

Teachers’ talk about giving feedback to young text writers, and about giving feedback on handwritten and typed texts

There is little research on teachers’ thoughts about giving feedback to young text writers. This study aims to contribute more knowledge about this by interviewing four primary school teachers about their thoughts about giving feedback on texts written by young writers. A second aim for this study is to contribute more knowledge about how writing medium might affect what potential teachers see for giving feedback on different aspects of a text. Finally, the study investigates which discourses of writing become visible when teachers talk about giving feedback on texts written by young writers. Findings indicate that overall teachers report that they give oral feedback to beginning writers, and they say it is important to have a positive focus. When teachers talk about what feedback they would have given examples of student texts, they have a tendency to focus on local aspects of the text. Interestingly, even in digital texts where some local aspects are occluded, there is a focus on local level. A review of the answers given by the teachers in this study indicates that most responses represent a skill discourse.