Teacher Talk Research Articles

TEACHER TALK IN A BRITISH SITCOM: INSIGHTS FROM EMBODIED ACTIONS TO CLASSROOM INTERACTION COMPETENCE

Teacher talk is one of the essential elements through which learning opportunities for pupils are facilitated. Nevertheless, to the best of the researchers’ knowledge, investigations regarding the ways a native teacher illustrated in a British Sitcom utilizes embodied actions that influence opportunities for learning characterized as classroom interaction competence are found to be limited. Thus, the present study aimed at unfolding the native teacher talk concerning the ways the teacher uses embodied actions along with verbal language to provide learning opportunities illustrated in a British Sitcom. By utilizing a conversation analysis approach, the artifact, namely a British Sitcom entitled Mind Your Language, was scrutinized. The findings revealed several embodied actions involving gesture, facial expression, and gaze accompanying the teacher's talk significantly facilitate and mediate the students’ learning. Also, the skills and systems constitute the most frequently occurring mode whereas the least frequently occurring mode was the classroom context mode. Lastly, the study arrived at conclusions that the use of embodied actions is necessarily required for its significant functions and use for teacher talk that lead to classroom interaction competence.

Information Technology (IT) and Teacher-Talk-Time (TTT) in EFL Classes

Teacher-talk-time (TTT) if often considered a parameter of the effectiveness of an EFL teacher as TTT could relatively impact the student-talk-time (STT), which is considered quite essential in classroom discourses for better student outcomes. In view of the ascending importance of the quantum of TTT in EFL classes, and the ever-increasing integration of information technology (IT) in EFL teaching-learning settings, the present study explores the ways IT is being used to effectively reduce TTT and improve STT as well as the learning outcomes of the students. This study is driven by the assumption that IT supports EFL teachers a great deal in reducing their TTT in their classes. And the study aims at identifying the extent to which IT could support teachers in reducing their teacher talk and in facilitating more of their students’ talk. In addition, the study would draw inferences on the impact of the quantity and quality of teacher talk on the student talk as well as on the student outcomes. The study was carried out with the data gathered by employing mixed-methods approach that included that qualitative and quantitative methods together with the data collected from the relevant and existent literature online indirectly via the systematic approach together with the data gathered directly from the teachers of ELT at the Institute of Languages of the University of Tabuk through questionnaires and face-to-face interviews.

Class Interaction Analysis in English Learning Based On Flanders Interaction Analysis Category System (FIACS)

The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.

Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach

ABSTRACT While the COVID-19 pandemic significantly impacted the higher education sector, it also provided opportunities for accounting academics to rethink their assessment strategy. This paper adds to the limited literature which has reported on how accounting academics responded to such an opportunity. Drawing on Freire’s dialogical education theory as the theoretical underpinning, we provide an autoethnographic account of an academic’s experience of championing a dialogical informed assessment. Focusing on assessment, this autoethnographic study contributes to the growing dialogic pedagogy accounting education literature and challenges accounting academics to consider engaging in an open-book portfolio assessment informed by the dialogical education approach.

Study of Classroom Discourse of English-Major Interns from the Perspective of Functional Linguistics

Based on the qualitative analysis of classroom discourse of English-major interns, this study investigates the characteristics and causes of classroom discourse of English-major interns in underdeveloped areas in western China from the perspective of functional linguistics, and endeavors to explore the reasons for these characteristics from social context. The results show that the classroom discourse of English-major interns has the following three characteristics: 1) code-switching is common; 2) the types of clauses are mainly imperative sentences, declarative sentences with rising intonation; 3) teachers talk a lot and dominate the conversational turn. Code-switching reflects the shortage of target language input and outdated teaching methods in English class; and the second characteristic just echoes with existing research; teacher’s dominance over conversational turn indicates interns’ imitation of their instructors’ teaching mode, hoping to construct their teacher identity. This paper puts forward relevant suggestions to the above-mentioned problems, including adopting a research-guided teaching in elementary education, reinforcing the supervision of college internship instructors, diversifying the way interns constructing their teacher identities.

Between biology and religion: dialogue in the Saudi primary science classroom

ABSTRACT This study explored the usefulness of the open dialogue strategy to help Saudi Arabian primary teachers teach, and fourth-grade students learn, the key biological concept of classification, which is a significant challenge for students to grasp, especially the concept of humans versus animals. The convenience sample comprised N = 84 Grade four students (50% female, 50% male) in the 2018 Autumn term from four schools (two boys/two girls) in one city in the Northern region of Saudi Arabia and four (N = 4) teachers (self-selected sampling), one for each of four classes. A content and conversational analysis of translated and transcribed transcripts of the researcher’s classroom observations, interpreted through the communicative approach, the Intermental Development Zone (IDZ), and exploratory talk, affirmed the effectiveness of open dialogue in Saudi primary science classes. Findings showed that, to move through the dialogue process and learn about the scientific concept of classification, students drew on (a) their religious views, (b) their personal religious beliefs and (c) the notions of Darwin’s theory of evolution and Islamic creationism. Findings affirmed that using dialogue in primary science classes helped students learn aspects of the Saudi science curriculum. Findings further supported preparing preservice and inservice Saudi science teachers in both planned and open dialogue teaching strategies.

Dialogic learning as means of forming the communication skills of higher education students

The research aims to establish a pattern of promoting the introduction of dialogic learning as a means of forming the communicative abilities of higher education students. This can be achieved by surveying students on the Internet to determine the ability of educational institutions to form communicative competence in higher education students. The study revealed that the method of modeling situations in educational activities (9 8.3%), intellectual games (94.1%), communicative games (93.8%), the method of dialogic interaction (92.4%), the case method (89.8%), and the educational discussion (89.2%) contribute to the formation of communicative abilities in higher education students. It has been determined that teachers use exercises to translate international words into their native language in the process of dialogic communication (95.5%), communicative exercises aimed at using the learned lexical material in speech and close to the natural process of communication (95.3%), exercises to compare words with their definitions in their native or foreign languages (89.5%), etc. to form communicative competence in higher education students in the process of applying dialogic teaching. Based on the study, it was found that the successful implementation of dialogic teaching to ensure the formation of communicative abilities in higher education students based on a communicative approach contributes to the formation of certain skills in higher education students.

Teacher talk in an early educator blog: building culture circles for exploring ethics

ABSTRACT This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speech is often considered non-rational. Coupling grounded theory to analyze speech patterns with relational ethics, we argue that teachers engaged in relational discourse that was reflective and social simultaneously. The collaborative blog served as a vehicle for the teachers as they engaged in ethical meaning making.

Antiracism Approaches Through an Outsider-Within Positionality: Making Black Women’s Lives Matter in Art Education

This study investigated the narratives and racial experiences of Black women K–12 art educators navigating the White field of art education. Drawing from a Black feminist outsider-within positionality framework, their shared stories reveal how Black women art educators are unprivileged insiders within their schools and outsiders to a social system that privileges White people as the dominant group in art education. Outsider-within positionality is foundational in providing a platform for revealing the exclusion of Black women’s identities in White spaces. A Black feminist approach to narrative inquiry is a crucial methodology in identifying why Black women matter in art education. Their interviews expose the experiences of racist obstacles that hinder their progress as art educators. As a result, approaches to implementing gender equity with antiracist strategies are presented for an inclusive and safe environment for Black women art educators and create a critical dialogue in art education at large.

АНАЛІЗ ОСОБЛИВОСТЕЙ ДОСВІДУ ВИКЛАДАННЯ МАТЕРІАЛОЗНАВСТВА ШВЕЙНОГО ВИРОБНИЦТВА НА УРОКАХ ТЕХНОЛОГІЙ

The article examines and analyzes the theoretical issues of introducing students to the production, processing, and application of textile fibers of plant and animal origin, chemical and artificial fibers, non-woven fabrics, fabrics and finishing materials. Methods of conducting laboratory-practical classes were determined, as well as tasks were set on how to create a certain idea among students about the role and place of textile materials in the garment industry. The stages of studying textile material science are also analyzed, and the methods of its explanation are investigated. Special attention is paid to the beginning of the presentation of the material, the peculiarities of studying the division into fibers, yarn, threads and fabric. At the same time, it is necessary to emphasize that textile materials are natural and chemical, to note that fibers are used for the production of fabrics, and threads and fabrics are used for sewing garments. Familiarization with weaving processes should begin with the definition of the term itself. It is explained to the students that weaving is a set of processes, as a result of which a fabric is formed by the interweaving of two mutually perpendicular systems of threads. It should be noted that the weaving process is divided into two stages: preparatory work and weaving, which is performed on looms. During the introduction to these processes, it is advisable to demonstrate the work on the loom to students, and only after that to analyze the weaving process itself. If students understand this, then the first stage of familiarizing them with weaving can be considered complete. Next, it is advisable for the students to briefly describe the looms, starting with the mechanical and ending with the automatic. It is known that the material about the professions of a spinner and a weaver is perceived with great interest. The teacher talks about the working conditions of these workers, the cycle of operations performed by them, as well as the types and duration of training. When explaining the material, it is necessary to constantly ensure that the acquisition of knowledge, skills and abilities is carried out through the personal interest of students. Therefore, we conducted an analysis of the work experience of teachers related to these topics, substantiated motivational opportunities, and discovered interesting techniques and methods of teaching.

Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance

Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance

Physics teaching via dialogic discussions about circus activities

Circus art excites amazes and delights. Most of circus genres are based on the principles of classical physics. Dialogic discussions are known as an instrument to identify conceptual barriers (misconceptions) and facilitate their further revision. The present study integrates the three worlds: physics education, dialogic teaching and circus art; and provides a research foundation for experiential physics teaching through dialogic discussions about circus tricks (DDCT) in formal and informal setups. It aims at examining the potential of DDCT as a tool for identifying misconceptions and facilitating conceptual change regarding physics concepts. The study encircles about 40 DDCT provided in the Israeli KESHET circus. In total, about 5,500 people watched the shows. From them, about 400 actively participated in the DDCT. We analyze in details four typical DDCT relating (a) circular motion, (b) moment of inertia, (c) torque, and (d) heat transfer. For each DDCT we demonstrate the way it pinpoints participants’ knowledge and its implementation in circus devices’ analysis. Further we examine whether and how the DDCT could facilitate developing physics knowledge and/or going through a meaningful conceptual change regarding each of these concepts. Due to our results DDCT seems to be an original and promising approach to bring advanced physics ideas to the general public, in ways that are interesting, experiential and relatively easy to understand. We finish with practical recommendations for physics educators (as well as circus artists) who would like to implement DDCT in their classes (shows).

Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature

Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature

The role of the principal in building an inclusive school culture in the opinions of teachers

The following dissertationis based on research that recapitulates the teachers’ view of the role of school headmasters in this process. The quoted theoretical contexts and research prove that this role is significant. Without a strong and inclusive leader, inclusion only happens behind the closed doors of the classroom. The research project was planned to show how today's Polish teachers talk about their superiors in the context of building of this culture. Part of the research results, concerning the pro-inclusiveness of school leaders, its assessment and the assessment of their own contribution to this process – is the field of analysis for this study.

Perspectiva de estudiantes de posgrado sobre la enseñanza dialógica virtual de la escritura

The aim of this study is to characterize the gra¬duate student perspectives on a virtual dialogic teaching initiative oriented to the revision of dissertation chapters written by the students themselves. Within an exploratory qualitative study in-depth interviews are taken with 12 stu-dents from three seminar editions. The analy¬sis shows three relevant categories regarding online dialogic teaching of writing: time ma¬nagement, synchronous exchange and digital technologies. There are three senses of the tem¬poral dimension: times relative to the seminar schedule, to the student daily life, and to the in¬tellectual process of writing practices. Further-more, a combination of heavy asynchronous load with synchronous encounters is valued. Re¬garding the technologies, the students generate environments that take advantages of devices’ technological potential based on the physical environment possibilities and also value the pedagogical relevance of the applications. The category properties show some changes of gra¬duate writing, and its dialogic teaching in the digital world.

The Potential of Podcasts for Exploratory Talk in High School

Educational podcasting may support student collaboration and learning. However, little is known about how students talk with each other when developing podcasts in groups. In this study, eight groups of Norwegian high school students (N = 30) developed podcasts about contemporary poems in their literature class. The study focuses on the extent to which on-task student talk was presentational or exploratory, and serves to illustrate occasions of exploratory talk in educational podcasting projects. Subsequent analysis of 50 hours of audio recordings collected throughout the four-week project showed that exploratory talk was most prevalent during the beginning of the project and presentational talk toward the end. Excerpts from two group works show how exploratory talk manifested in group conversations during the project. The study demonstrates that students may engage in exploratory talk when developing podcasts, indicating that such projects in combination with broad pedagogical approaches may foster educational dialogues.

TEACHER TALK IN EFL SPEAKING LESSONS AND IMPLICATIONS FOR LEARNER INVOLEMENT: A CASE STUDY AT A FOREIGN ENGLISH CENTER IN THE MEKONG DELTA, VIETNAM

In English teaching classrooms, teacher talk plays as a communicative tool to help language learners to communicate effectively. Studies (Walsh, 2002; Xiao Yan, 2006; Cullen, 1998) have been carried out to investigate the essential role of teacher talk. This paper focuses on the purpose, frequency, and teacher talking time in speaking English language lessons. This study aimed at investigating features of teacher talk constructing and obstructing learner speaking involvement. The results show that teacher talk plays as an important role in language teaching including giving instruction and classroom management, however, the use of language in both L1 and L2 should be taken into consideration in order to maximize student learning involvement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

Science and EAL teachers’ perspectives and practices in building word knowledge in implementing the new Victorian EAL curriculum

The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners’ development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students’ learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students’ vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers’ perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development.

Technology-enhanced Reflection and Teacher Development: A Student Teacher's Journey

This article reports on the findings from a technology-enhanced teacher learning project where the SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in the project were a group of 40 student teachers (ST) from Hong Kong, who took part in a teaching practicum taught online owing to COVID-19 restrictions. They formed online professional learning communities (PLCs) with peers and tutors, shared their class recordings (tagged using the on SETTVEO app), and reflected on their teaching through weekly discussions. This study aims to characterize teacher learning mediated by video technology and dialogue, and to evaluate the impact of the app on STs’ reflective practices and emerging Classroom Interactional Competence (CIC, Walsh 2013). In this article, we focus on an individual ST's development over a period of eight weeks. Two sources of data are transcribed and analysed using an applied Conversation Analysis (CA) method: the first records the teacher's interactions while teaching, the second their dialogic reflections based on observations of these class recordings. Findings from the study enhance our understandings of the role of technology in influencing classroom practice and highlight its importance in promoting teacher noticing and professional development.

Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study

ABSTRACT This paper explores development in teacher beliefs and ideas for adaptations with respect to students who display challenging behaviour. These students have the same right to inclusive education as other students, but evidence suggest that this still is a partially unsolved issue. The study’s context is an elementary school using Lesson Study as method for professional development over a four-year period. We have used content analysis and compared teacher talk during planning meetings at the beginning and end of the four years. The main findings are increased attention towards student behaviour, increased use of contextual explanations for student behaviour, a marked increase in ideas for adaptations, and ideas changing from exerting external control to engaging students in learning activities. The findings are discussed as to whether they support inclusion and how Lesson Study might have contributed.