Teacher Discourse Research Articles

Effect of Gender and Language Proficiency on Translation and Judgment of English Contrastive Discourse Markers

This paper examined the effect of gender and language proficiency on the translation and judgments of ten contrastive discourse markers: but, however, nevertheless, instead, rather, in contrast, on the other hand, yet, still, on the contrary. The participants were 77 Saudi undergraduate males and females majoring in English and Translation. They were given two tasks, with 15 items in each task. Overall, the results showed that the participants were uncertain of the meaning of English contrastive discourse markers when translating them into Arabic, except but, which received the highest score. Almost all of the participants translated but as lakin or wa’lakin. However, the majority of them failed to translate those markers in combinations, reflecting their lack of knowledge of such combinations. The results also revealed that the participants were uncertain about their judgments of these markers. Their noticeable inconsistency of what makes a discourse marker suitable in one context, but not in the other, reflects the participants' inability to cope with its core meaning. As for gender, female participants scored better than their male counterparts in just four out of 30 constructions, indicating that gender produced limited effect on the participants’ performance. Finally, language proficiency only correlated with three constructions, pointing to the possibility that it has no effect on translating and using contrastive discourse markers. The findings demonstrated the importance of teaching discourse markers to undergraduate English major students to improve their skills of communication, translation and academic writing. The paper also highlighted the need for further research.

Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue

Equity and methodological advancements to transform academic discourse teaching and research: introduction to the special issue

Form and Function of Teachers’ Questions in EMI Contexts: Comparing Practices Across European Countries

Previous literature on engagement strategies in the classroom, especially in EMI contexts, has evidenced that lecturer questions play a vital role in establishing teacher-student interaction, checking and scaffolding comprehension, and supporting students’ learning progress (e.g., Costa & Mariotti, 2023; Dafouz-Milne & Sánchez-García, 2013). While the effect of different disciplines on the nature of teacher questions is still controversial, no studies have looked at the probable impact of teachers’ cultural academic background related to the country of origin. Drawing on a corpus of 30 EMI lectures from five European countries (Croatia, Denmark, Italy, Spain, and the Netherlands), this study analyzes and compares the use of questions as an engagement strategy and offers insights into teacher discourse. The overall results indicate that teachers in different cultural academic contexts use questions with different frequencies and select different question forms to serve particular functions. The study may have pedagogical implications, especially for teacher education programs.

Linking changes in teacher discourse behaviors to changes in student learning outcomes in Hong Kong mathematics classrooms

This study investigated how changes in discourse behaviors of teachers receiving an intervention on dialogic classroom discourse might be associated with students’ mathematics learning outcomes. Thirty-two Hong Kong mathematics teachers and their 891 students (ages 9–10) participated in this study. The results of multilevel mediation analysis show an intervention effect on the amount of student talk in classroom discussions, students’ mathematical reasoning test scores, and their perceived interest in learning mathematics. However, the teacher discourse behaviors to evaluate students’ responses showed a negative mediation effect of the intervention on students’ perceived classroom participation. The results indicate that classroom discourse influences students in general and also culturally specific ways of student learning.

Physics teachers’ professional development on measurement uncertainty: A commognitive approach

In this paper, we demonstrate the fruitfulness of a theoretical framework called , developed in the context of mathematics education research, for conceptualizing and analyzing a professional development (PD) process on measurement uncertainty for secondary physics teachers. Evaluating measurement uncertainty is an important learning goal in the physics lab and is key to determining the validity of an experiment. While research has mapped difficulties students face and teaching strategies to support them, teacher PD still requires attention, both in capturing teachers’ existing perceptions and in designing PD activities that address these perceptions and support teachers in adopting a more scientifically aligned discourse on measurement uncertainty. perceives learning as becoming a participant in the discourse of a specific professional community. A discourse consists of keywords, visual mediators, narratives, and routines—and metarules that govern their use. The appropriation of a new discourse involves reconciling conflicts between the metarules of learners’ existing discourse and the new discourse (i.e., ). We adopted the commognitive framework in all phases of our PD design. First, we mapped the canonical discourse we intended our teachers to adopt versus the prevailing discourse of physics teachers in our national context. Following this mapping, we designed PD tasks intended to lead participants to acknowledge the limitations of their existing discourse on measurement uncertainty as a precursor to internalizing the canonical discourse. Finally, the commognitive framework served as an analytical lens to detect commognitive conflicts involved in collaborative sensemaking among the teachers and between them and the PD facilitators. We demonstrate this type of analysis in a case study, in which learners who hold different discursive metarules encounter implicit commognitive conflicts and discuss implications and untapped opportunities for physics teachers’ PD process on measurement uncertainty. Published by the American Physical Society 2024

Discourse Analysis Study: Establishing Good Rapport through Teacher Talk in Indonesian Higher Education Classrooms

ABSTRACT The purpose of this qualitative study was to examine the role of teacher discourse in developing rapport in English language classrooms at a higher education institution in Indonesia. The study, involving 90 students from three secondary schools in Banjarmasin, Indonesia, and an English language instructor, examined the impact of teacher discourse on student engagement and relationships through thematic analysis of in-depth interviews and classroom observations. This investigation highlighted the impact of instructors’ use of humor, empathy, and encouragement on developing a supportive learning environment. Teachers’ language, tone, and interaction techniques were observed to foster strong rapport with students, thereby increasing their academic confidence, self-awareness, and emotional intelligence. Teachers who engaged in empathetic and supportive discourse fostered a positive classroom environment, reduced anxiety, and increased student engagement, according to significant findings. Teachers produced better learning outcomes and increased engagement by offering structured interactions and personalized feedback, which effectively fostered students’ self-expression and creativity. To improve student-teacher relationships and create an inclusive and motivating educational environment, this study highlights the importance of strategic teacher discourse.

“Doin’ diversity” in teacher education: beginning Black teacher discourses on learning to teach for diversity

The voices of Black preservice teachers are largely missing from discussions about teacher diversity, and one place this is evident is in teacher education diversity coursework. This article shares findings from a qualitative study using critical race methodology with five novice Black teachers’ experiences in teacher education courses focused on diversity in education. Three semi-structured life history interviews were conducted for each teacher and data were analyzed using zoom model analysis. Findings revealed that during their preservice experiences in teacher education diversity courses, Black teachers experience such learning spaces in alienating ways despite entering the program with strong commitments to improving education outcomes for Black children. Findings demonstrate that teacher educators and teacher education programs must raise the expectations for engaged learning in the diversity course in order to better support Black teachers and contribute to diversification of the teaching force in meaningful ways.

Analysis of the Interpersonal Meaning in the Teacher Discourse in Competition Videos

This study, grounded in Systemic Functional Linguistics, examines the form and distribution of mood and modality in English classroom discourse by the winner of the Special Prize at the 12th "Foreign Language Teaching Society Cup" National College Foreign Language Teaching Competition (English Major Group). It reveals how interpersonal meaning is realized in the teacher's discourse and explores teacher-student relationships. The analysis shows a predominant use of the declarative mood, followed by interrogative and imperative moods. This balance reflects the teacher's dual role as both knowledge disseminator and facilitator of student participation, steering away from a wholly authoritative position. Minimal use of the imperative mood suggests discussions are mainly informational, reducing student pressure and promoting an equal and harmonious classroom atmosphere. Declarative moods serve multiple functions, whereas interrogatives stimulate student engagement. Modal preferences indicate a balance between directive and facilitative communication, emphasizing low modal values to foster respect and a student-centered approach. This strategy illustrates the teacher's respect for students, embracing roles such as guide and observer, and offers insights for creating inclusive and effective university English classrooms.

Values and discipline in the Catholic school: the discourse of pre-service teachers

The Catholic school is currently facing new challenges that demand an urgent re-evaluation of its social role, its internal functioning, and its educational model. This study aimed to delve into the way in which values and discipline are conceived in this type of educational institution, based on the testimonies of 22 students from the Master’s degree in Teaching at the University of Seville (Spain). The application of critical discourse analysis to a corpus consisting of practice reports prepared by these pre-service teachers would highlight a great versatility in both signifiers, being linked to numerous sub-discourses marked by the tradition-modernity dialectic.

Application of Mind Mapping in Primary School English Teaching

With the continuous progress of society and the continuous development of education, English teaching in primary schools has also been reformed. In order to make primary school English teaching more in-depth, primary school English teachers need to actively innovate teaching ideas and improve the efficiency of English teaching. Therefore, this study focuses on the application of mind mapping in primary school English education, from the aspects of learning methods, letter teaching, word teaching, conversation teaching, reading teaching, discourse teaching and writing teaching, in order to improve pupils' English learning ability and lay a solid foundation for future English learning.

A Corpus-Based Text-Centric Approach to the Scientific Discourse Actualization in the Process of Forming the Professional Language Personality of Linguistic Specialties Students

The article analyses the effect of the corpus text-centered approach on the development of the personality of a linguistics student in the changing socio-pedagogical and professional context of modern society. The ways of scientific discourse actualization in the digital linguodidactic space are investigated, a systematic and in-depth justification of its forms is given, practical and didactic measures affecting the formation and harmonious development of the professional language personality of students are considered. The key characteristics of scientific communication necessary for future specialists for successful professional development in the field of linguistic knowledge are being clarified. The specifics of teaching students a foreign language based on a text-centric approach based on the online corpus dictionaries and digital word cloud technology use are being clarified. The purpose of the article is to investigate and demonstrate the conceptual model and principles of the modern didactic system, which is based on the corpus text-centered approach in the teaching of scientific discourse to language students and the development of their professional language personality. Methodology. In addition to quantitative methods, the pedagogical experiment aimed to find out the characteristics of the formation and development of the scientific discussion skills of students in the field of education “Professional education (according to industry)” a text-centric approach was used. In conclusion, it can be stated that the effectiveness of the corpus text-centered approach in the development of the professional personality of language students has been demonstrated. Recognizing the specifics of scientific communication, this approach helps students improve their reading, writing, speaking skills and understanding of foreign scientific discourse, as well as expand their vocabulary and develop logical thinking and communication skills.

A gazdag ifjú : Vajon értheted-e, amit olvasol?

In terms of genre, the story of the rich young man is regarded as the story of a failed vocation. The focus of the story is, therefore, on the immediate, total and final renunciation of wealth, which becomes the condition for following Jesus and thus for participating in eternal life, not only in this specific case but also in general. This approach leads to an unresolved tension in the explanation. A review of the history of interpretation shows that Jesus' statement is intolerable to people of any age. It is, therefore, more appropriate to regard the text as a teaching discourse (Lehrgespräch). In this case, the story of the rich man is an isolated case of man's inability to pay the price that the divine will demands of him for eternal life. In the teaching of the disciples (Jüngerbelehrung), Jesus explains that this way is closed to man: it is impossible to be saved by one's own effort, but all things are possible for God. In light of this, we must separate the harsh command to the young man from the idea of discipleship. An immediate, total and final renunciation of wealth is not necessary for following Jesus. It is a necessary condition for the acquisition of heavenly treasures. But if the young man has renounced everything, then in principle, the opportunity to follow Jesus is open to him. The story of the rich young man does not set an unattainable requirement for the condition of discipleship. The last passage of the pericope shows that eternal life can only be attained by following Jesus, and Jesus demands no more than that this following be possible in the situation of life.

Exploring teacher discourse patterns: Comparative insights from novice and expert teachers in junior high school EFL contexts

Effective teacher discourse is critical in improving English as a foreign language (EFL) education, particularly in junior high schools in China, where students are at a crucial stage in their language development. As junior high school students are at a pivotal developmental stage, this research investigates the discourse patterns employed by novice and expert teachers to assess their impact on students' engagement and language acquisition. Despite the extensive research on teacher discourse in higher education, a significant gap remains regarding its application in compulsory primary education settings. This study aims to fill this gap by examining the current classroom discourse patterns of EFL teachers in junior high schools to identify the distinctions between novice and expert teachers and explore the factors contributing to these differences. This mixed-methods study includes qualitative and quantitative analyses. Verbatim transcriptions of six classes were used to create a corpus exceeding 20,000 words. The data were analysed using cross-tabulation in Excel and Chi-square tests in SPSS 22.0, complemented by semi-structured interviews with selected teachers. The theoretical framework is grounded in Long's（1996）interaction hypothesis, which underlines the significance of communication in facilitating language proficiency through meaningful interaction, and the analysis follows Sinclair and Coulthard's（1975）discourse patterns. The initiation-response-feedback (IRF) and initiation-response-0 (IR0) emerged as predominant patterns among both novice and expert teachers. Novice teachers predominantly relied on the basic IRF pattern, while expert teachers exhibited greater flexibility and more frequent use of variant patterns, such as IRFR, I[RnFn] and [InRn]F. Such adaptability among expert teachers creates a more interactive and engaging learning environment, thereby enhancing student participation and language acquisition. The study also identifies a novel variant structure, IRnF, used more frequently by expert teachers, underlining the benefits of group work in fostering teamwork and independent thinking. Expert teachers demonstrated a greater propensity to adapt their discourse strategies to foster a more production-oriented learning environment, which was the main factor driving the teachers' differing discourse patterns. This study significantly contributes to the analysis of teacher discourse in the junior high school EFL context, providing empirical evidence and practical insights that bridge the gap between theory and practice. By elucidating the distinct discourse practices of novice and expert teachers, this study offers valuable recommendations for teacher professional development and highlights the importance of employing varied and interactive discourse structures to improve EFL teaching effectiveness. The study also provides valuable insights for educators striving to improve their instructional practices and the language acquisition in EFL classrooms.

Teaching English in a Mexican intercultural university: analyzing teacher discourses and practices from ELF perspectives

The purpose of this article is to show how English teachers have integrated the concept of interculturality and how they have affected the teaching of English in an intercultural university in southeastern Mexico. Based on the contributions of the ELF approach, biographical interviews with five English teachers were analyzed to explore their discourses on the educational model and its relationship with the sociocultural context of the Yucatan Peninsula. Interviews were analyzed through discourse analysis and three categories were obtained by which teachers make sense of their current professional practice: (1) the creation of intercultural relationships, (2) the interculturalization of ELT, and (3) discursive tensions towards an intercultural approach. Different positions and definitions about interculturality and its implications in the English classroom were found. Through an ELF approach, emphasis is placed on taking advantage of the diversity present in the classroom to develop intercultural awareness. It also explores the need to pay attention to communicative needs rather than continuing with traditional communication patterns and developing critical thinking in their students.

A Case Analysis of The English Teaching Mode in Junior High School in a Multi-modal Context

With the development of multimedia information technology, multi-modal teaching has attracted more attention from front-line educators. This paper reviews the theory of multi-modal Discourse Analysis and its development in teaching, puts forward the analytical ideas of multi-modal classroom teaching discourse, takes a quality class in the 12th junior Middle School English classroom teaching training as an analysis example and evaluates the modal use in each teaching procedure. The result shows that when choosing the right modal to classroom discourse, teachers should, firstly, consider the teaching context and teaching purpose; secondly, strengthen the language modal s subject status; thirdly, use the body and image modal to enhance the learning experience.

Communities of practice and the elevation of urban elementary teacher discourse about critical pedagogy of place

Children who live in under-resourced communities and attend under-resourced schools deserve access to high-quality teachers and educational opportunities to support their success and well-being. This study emerged from a professional development (PD) for urban teachers working in such schools, to expand educational opportunities for elementary students through outdoor science teaching. Engaging frameworks of communities of practice (CoP) and critical pedagogy of place (CPP), this critical ethnographic study investigates how urban elementary teachers engage in discourse about critical issues of place. Additionally, the investigation seeks to understand how a CoP supports such discourse. The primary data for this study were multiple sets of researcher field notes collected from participant teachers during virtual spring and in-person summer PD. Over the course of the PD, participants shifted from viewing their outdoor teaching spaces with a deficit perspective to an asset-focused one. As they visited one another’s teaching sites, the CoP the teachers were a part of created opportunity for discourse about social justice linked to issues of place within their particular school neighborhoods. The ability of urban elementary teachers to connect social justice to issues of place and to the teaching of science has implications for countering the injustice that characterizes many urban communities in the USA and elsewhere.

Polarity and Positioning in Public Facebook Comments among Filipino ESL Teachers

Research on teacher discourses is growing but only a few studies have focused on teachers’ construction of comments publicly posted on social media. Hence, this study aims at describing the polarity of comments and positioning of Filipino ESL teachers in their public Facebook comments via Systemic Functional Linguistics. A total of 281 public comments with 863 clauses publicly posted by ESL teachers on selected Facebook groups associated with ESL teaching were analyzed. Polarity (positive and negative polarity) was also analyzed and was further described via three types of positioning: Attitudinal, Dialogistic, and Intertextual. Results show that material processes heavily characterize the comments. The ESL teachers resort to the default material processes when writing comments related to ESL teaching and employment. Under polarity, positive clauses dominate over negative clauses. These comments heavily fall under Attitudinal Identities and seconded by Dialogistic and Intertextual Identities. This research hopes to contribute to the existing literature that explores the ever-changing nature of ESL teaching and employment, especially with the proliferation of public social media discourses.

„The Teacher as a Guide” Metaphor

The present article aims at analysing the role of the teacher as a guide, which seems to have gained a significant amount of attention in the teaching community recently. The paper presents conclusions emerging from the original research conducted in compliance with the theory of conceptual metaphor, and it intends to demonstrate how the perception of the teaching profession is reflected by the language that educators use while discussing various aspects of the educational process. The source material was gathered during the interviews with practising teachers organised by the author, in the course of which the participants were asked eleven education-related questions. The analysis of teacher discourse can provide a valuable source of information about the teaching profession as perceived by the teachers themselves, in keeping with one of the main assumptions of cognitive linguistics positing that language reflects people’s perception of the surrounding world.

Analysis of the Use of Speech Act Theory in English Teachers' Language

The English curriculum standard emphasizes the cultivation of students' core literacy, which cannot be developed without the construction of language environment. Among the many elements affecting the efficiency of English teaching, teacher's discourse occupies an important position. Teachers' discourse has an important influence on the issuing of instructions, the construction of questions, the promotion of activities and the interaction with students in the English classroom. Therefore, based on verbal behavior theory, it is of great significance to explore teacher discourse in the English classroom to improve the teaching ability of English teachers, enhance students' learning efficiency, and realize the teaching goals with high quality.

Modernizing Zakat in Indonesia, from Masdar Farid Mas'udi, Safwan Idris, and Didin Hafidhuddin

Zakat as a scientific and teaching discourse has undergone modernization. However, the pattern of modernization itself is not uniform. This article will describe three patterns of efforts to modernize zakat in Indonesia through the thoughts of three figures, namely Masdar Farid Mas'udi, Safwan Idris and Didin Hafidhuddin. This research is qualitative and literary in nature in the scope of studying figures' thoughts using a historical-sociological approach. Data was taken from the three main books of the figures, then analyzed using descriptive, synthetic and comparative analysis techniques which focused on categorical analysis. The results of this research show that the three figures offer modernization of zakat related to understanding the concept of zakat, sources of zakat, distribution of zakat, the relationship between tax and zakat, and modernization of zakat institutions. Masdar modernized zakat by reconstructing the concept of zakat, by reconstructing the concepts of qath'i-zhanni and sunnah-hadith. The criticism is mainly related to taxes, which do not have the spirit of zakat. Safwan Idris is trying to reform the management of zakat and understand zakat as sunnatullah, not as sunnatul-insan. Didin Hafidhuddin responded to the modernization of zakat by expanding zakat sources based on a modern economy. Their thoughts are quite relevant in the current development of zakat management in Indonesia, although not all of their thoughts have been accommodated.