Study Of Classroom Interaction Research Articles

Interaction in reading comprehension in the English and Igbo classroom

This is a case study of classroom interaction of SSS1 English and Igbo in reading comprehension at Premier Secondary School, Aba, Nigeria. The purpose is to determine whether interaction in reading comprehension in English and Igbo is constrained by language in terms of interaction patterns, style and culture. The class sessions were described using Sinclair and Coulthard’s (1992) model of class interaction. The findings reveal that interaction patterns are similar. However, patterns that were specific to languages were in the form of cultural transfer, circumlocutions characteristic of Igbo as opposed to precision in English, and excessive exhibition of teacher’s authority. The study recommends that teachers in language classrooms should engage the students in interesting interactions that encourage active participation and reduce the rate of harsh responses and negative feedback as they can be inhibitive to students’ participation.

Constructing moments of insight: accounting for learning in classroom discussions on narrative fiction reading

ABSTRACT This article explores booktalk situations in which student teachers discuss a narrative text and construct in situ accounts of learning when recalling their reading. This study contributes to knowledge about the role of narrative fiction in general educational practice, as well as to the understanding of situated constructions of learning. Video and audio recordings were made in a seminar involving two groups of five master’s students, and the situated interaction was analysed using discursive reception theory. The results show that students construct what are here called moments of insight: a social action constructing a significant shift in participants’ self-described cognitive or emotional development, related to the reading. Students construct themselves as having been changed as both teachers and learners, either through the reading experience or when reflecting upon that experience. This demonstrates both how booktalk enables students to reflect upon their reading and their own cognitive development, and how situated classroom interaction studies enable us to engage with student learning in a naturalistic setting. This has an impact on our view of narrative fiction in educational practice, as well as educational research methods and practices.

A dual analysis study of classroom interactions in Japan and South Africa

The demands of raising education at a classroom level to international standards require a nuanced analytical lens involving multiple perspectives to contribute to the best practices. Most classroom research adopts a singular perspective, usually from researchers who are familiar with the nuances of the classroom context under study. In other words, published studies involving classroom observations are often analyzed by insiders who already have the insight to understand the situated dynamics of the classroom interactions they analyze. While this is an important analytical orientation, this stance may overlook important insights about teaching and learning that outsiders’ perspectives may be able to identify. The study employed a qualitative approach. Which was guided by the dialogic interactive theory. The methodological approach in Japan was face-to-face semi-structured interviews while in the South African context, virtual data generation methods were employed to interview teachers on the classroom interactions with students. The study population was English students, while in South Africa it was health course teachers who taught students from various health professions. A total of eight teachers were purposively recruited in South Africa with one student participant in Japan. Findings revealed similarities and differences in dialogic interactions and the interpretation of such interactions. Participants from both contexts had deliberate silence and reluctance to speak which was interpreted differently by the teachers, and lack of reciprocal and purposive engagements by students. Based on the dialogic interactive theory, it can be concluded that the aspirations to achieve an inclusive quality of education can best be achieved when teachers are transparent about the expected interactions for all the tenets of the dialogic theory to be achieved. It is therefore recommended that broader conversations about the analysis of situated dynamics of classroom interaction be encouraged to yield critical insights for education towards the attainment of inclusive quality education.

Masking directions: teacher instructions and COVID-19 protocols

Abstract The arrival of COVID-19 disrupted the everyday life of the classroom. This interactional sociolinguistic research explores a teacher providing directions to students about COVID-19 safety protocols, delivered on the first three days of the students’ return to the classroom in August 2020 after a multi-month hiatus. Using audio-data collected over multiple hours as part of an ongoing long-term study of classroom interaction in a rural Canadian high school, it examines teacher strategies for delivering directives regarding COVID-19 safety policy, with particular attention to linguistic forms aimed at student compliance during the fraught early days of return. The findings outline strategies of delivering unambiguous directives regarding relatively mundane procedures, as well as strategies of avoidance—indirections—which were framed as negotiation and revoicing. This study explores the tenuous balance of risk and the everyday in the classroom, where the teacher attempts to reset the interactional order in light of new restrictions, new requirements, and new threats.

Teacher Questioning Strategies Employed in Speaking Classes in EFL Setting: A Study of Classroom Interaction

<p>This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.</p>

Боги из машины: порядок взаимодействия в геймифицированном дистанционном обучении

The article analyzes the implementation of an online educational module and its impact on the organization of the classroom’s interaction order. The latter is institutionally constrained by the presence of a goal and the distribution of roles between teacher and students. The introduction of a digital learning platform adds a technological context to the institutional setting. The article considers technologies as possessing communicative affordances — opportunities for action made possible or delimited through their use. Technologies bring new interactive resources to the process of ed­ucation and can affect the organization of the classroom’s interaction order. Using multimodal conversation analysis, we analyzed video recordings of the telemediated interaction of Russia-based students and teachers within a gamified online educational module. We investigate a case in which a student’s correct answer is nevertheless corrected by the teacher. We dem­onstrate that the teacher initiates the correction because they are guided by the ordering of the game elements within the interface. Based on a detailed analysis of the teacher’s mouse movement in relation to ongoing turns-at-talk, we show that this orientation is sustained by all participants. The work contributes to classroom interaction studies and affordance theory and develops the methodology of multimodal transcription for mediated contexts. The primary result of the study is an empirical demonstration that the relevance of technological affordances for interactants is situation­ally produced, and that this process is associated with the interweaving of the institutional and technical context of interaction. The conclusion discusses the relationship between affordances and institutional norms.

Inquiry as Divination

The article proposes divination as a speculative method for inquiry, drawing primarily on the work of Deleuze. Divinatory practices would be diagrammatic, ambulant, cryptic, affirmative, and experimental. They would look for strange relations between the one and the many, in the shifting totality of the cosmos, and entertain relations that are always to some extent inhuman. The article offers an example from an ethnographic study of classroom interaction. It suggests that divination has the power to import “catastrophe” into the frameworks and methods of research, in the hope of clearing a space for creativity and unforeseen outcomes.

Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education

This theoretical-review paper presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities from social studies and in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into de study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.

Question Asking and the Common Good: A Hermeneutic Investigation of Student Questioning in Moral Configurations of Classroom Practice

This qualitative study (based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.

Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts

AbstractThis article investigates research approaches used in traditional classroom-based interaction studies for identifying a suitable research method for studies in three-dimensional virtual learning environments (3DVLEs). As opportunities for language learning and teaching in virtual worlds emerge, so too do new research questions. An understanding of research design benefits and limitations is timely for those exploring how interaction occurs between users, and users and the virtual space, and how these interactions make sense within a broader theoretical framework. As a first step, the article describes the types of interaction that are significant to classroom-based research studies, such as learner–learner. This is followed by a historical overview of research approaches and methods used in interaction studies, from early quantitative, to descriptive and qualitative, to mixed-method approaches. Following this overview, the author critically surveys research approaches, methods, analytical tools, and data collection techniques used in physical and virtual second language classroom interaction studies. The article concludes by highlighting the implications and research considerations for the design of new research studies in 3DVLEs.

‘Doing’ gender in a rural Scottish secondary school: an ethnographic study of classroom interactions

ABSTRACTThis article draws on data from an ethnographic case study that examined how pupils’ gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher–pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys’ views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils’ educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes.

A REDCo study: Learners' perspectives on religious education and religious diversity in Catholic schools in South Africa

1. BackgroundThe 'REDCo: Religion in Education. A Contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries' project was a European comparative research project aimed at establishing young people's views of religion, religious diversity and possibilities for dialogue in education. It was conducted from 2006 to 2009 in eight countries (England, Estonia, France, Germany, The Netherlands, Norway, Russia, and Spain), focusing mainly on the 14-16 age group.More specifically, the project's main aim was to establish and compare the potential and limitations of religious education in the educational systems of the selected European countries (Valk et al. 2009). The correlation between low levels of religious education and a willingness to use religion as a criterion of exclusion and confrontation had already been pointed out (Jackson et al. 2007). Instead, the project planned to investigate how theoretical and practical approaches could support openness towards others, mutual respect across religions and strengthen cultural differences in the context of religious education in schools and universities. Historical depth and analytical clarity were obtained by comparing different approaches to addressing the core questions of dialogue and conflict in Europe and the search for ways to stimulate a process of supporting the growth of a European identity or identities.In studying religion, the focus was not on abstract belief systems but rather focused on forms of religion and worldviews as presented by the adherents themselves (Jackson et al. 2007). The main theoretical stimulus for the project is the interpretative approach (Jackson 1997) with key concepts of representation, interpretation and reflexivity. With reference to E. Levinas, attention was directed to 'neighbor-religions' (Weisse 2003); the views of the neighbours in the classroom. This project planned to look into how theoretical and practical approaches could support openness towards others and mutual respect across religious.One of the important overall research questions of the project was: 'what role can religion in education play concerning the way pupils perceive religious diversity?' (Friederici in Valk et al. 2009). To answer the research questions, a mixed method was used. First, an analysis was carried out of the developments, debates and contexts of religion and education in the eight participating countries (Jackson et al. 2007). This formed the foundation for empirical research, in which a large-scale qualitative study of teenagers' views on religion in schools was conducted (Knauth et al. 2008). Students were asked about their experience with religion, and also about their attitudes to the social dimension of religion in wider society, as well as in school. The qualitative study was used as a basis for the development of a set of hypotheses and a grounded questionnaire for a quantitative survey of young people's views (Valk et al. 2009) aimed at generalising the qualitative findings to much larger samples. In addition, studies of classroom interaction (Avest et al. 2009) and a study of teacher-strategies (van der Want et al. 2009) were included in the research.After the REDCo project had been concluded, researchers decided to continue their cooperation as the REDCO NETWORK as a way of continuing their research exchange. In 2012 REDCo II, a quantitative followup study was established involving a variety of European countries (England, Estonia, France, Germany, The Netherlands, Norway, Russia, Spain, Sweden, Finland, and Ukraine) and a global perspective (South Africa and Mexico) with the aim of learning from different contexts (Bertram Troost et al. 2014:18).Both REDCo studies aimed to study the role of religion in education, and specifically to establish how school pupils perceived and dealt with religious diversity (Bertram Troost et al. 2014:19). REDCo II aimed to establish if the views of students had changed as compared to those in the REDCo I study in 2008. …

A Case Study of Classroom Interactions as a Parallel to Therapy

In this case study we provide a brief, but detailed description of an intervention by a classroom teacher that pushed the treatment forward and provides the basic elements of treatment that can change this young woman’s sense of self and approach to the world. After describing the academic intervention we will reflect on how this intervention makes pedagogical and psychological sense.

Acción docente en situaciones de aprendizaje conceptual

Los estudiantes de ciencias experimentales evidencian una escasez de conocimientos científicos previos a las actividades de las clases teóricas, resolución de problemas y de prácticas de laboratorio, que revelan aprendizajes mecánicos de los procesos aplicados, sin argumentaciones fundamentadas que den respuesta a situaciones problemáticas que se les presentan. Ante esta situación, la acción docente para enfrentar esta problemática es un reto impostergable. El objetivo de esta investigación es diseñar una estrategia de acción docente que promueva el aprendizaje significativo de conceptos científicos en el contexto del aula universitaria. La metodología es documental descriptiva. La estrategia, apoyada en la teoría de los campos conceptuales, integra éste con el aprendizaje como investigación científica dirigida, el estudio de la interacción en el aula y el aprendizaje significativo, conducente a una enseñanza eficaz de la conceptualización de lo real científico. DOI: http://doi.dx.org/10.5377/paradigma.v21i34.1694 <Paradigma> - Revista de Investigación Educativa. Año 21. No. 34: 81-110

Gender and Language Education Research: A Review

Gender and language education studies have multiplied in the past one decade. However, it does not appear that any state-of-the-art article has reviewed the various undertakings. This paper attempts to fill this gap by focusing on gender representation in learning materials and classroom interaction studies globally within gender and education literature. Selected studies from the 70s to date are reviewed under three phases and suggestions for further investigation are made with the anticipation that learning materials and classroom interaction studies would help facilitate the achievement of the goal of gender equality in and through education.

The Classroom as Rhizome

This article calls attention to the unexamined role of diagrams in educational research and offers examples of alternative diagramming practices or tools that shed light on classroom interaction as a rhizomatic process. Drawing extensively on the work of Latour, Deleuze and Guattari, and Châtelet, this article explores the power of diagramming as a creative force in research rather than a reductive one. The concepts of rhizome, assemblage, and knot are developed and applied to the study of classroom interaction. The author then shows how these concepts and their application to classroom interaction can be studied through topological knot diagrams. The author discusses the specific qualities of knot diagrams that make them suitable tools for the study of rhizomatic processes and offers some examples of such diagrams. The author offers these knot diagrams as tools that actually undermine the usual conventions of graphic representation in our field, not simply to disrupt for the sake of disruption, but to invite speculation about how one might develop different diagramming habits that better capture the entanglement of interaction.

Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives

AbstractThis literature review, which examines the research on integrating the teaching of content and language at the pre‐K–12 level, provides a synthesis of research conducted over the past 10 years in a wide array of educational contexts, ranging from content‐driven, high time‐intensive to language‐driven, low time‐intensive program models. Organized into three major thematic strands, this review examines research on student outcomes, on classroom interaction studies that emphasize teacher practice, and on stakeholder perspectives in contexts where approaches aiming at integrating content and language in instruction are being implemented. The review concludes with a discussion highlighting key issues that remain to be addressed and outlines directions for future research.

Dialogue and Conflict on Religion: Studies of Classroom Interaction in European Countries – Edited by Ina ter Avest, Dan‐Paul Jozsa, Thorsten Knauth, Javier Rosón, and Geir Skeie

Dialogue and Conflict on Religion: Studies of Classroom Interaction in European Countries – Edited by Ina ter Avest, Dan‐Paul Jozsa, Thorsten Knauth, Javier Rosón, and Geir Skeie

Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes

Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained.

Mobilizing respect and politeness in classrooms

This introduction to the special issue articulates a linguistic anthropological approach to the study of respect and politeness in classrooms. Ideas about respect and politeness suffuse educational encounters and mediate teachers’ identification of students’ as ready, willing, and able to learn. The ethnographic, discourse analytic studies of classroom interaction included in this volume examine how teachers model and communicate to students what counts as polite or respectful behavior in the classroom and how teachers mobilize models of ‘politeness’ and ‘respect’ to manage their classrooms and to understand student conduct. The authors argue for a semiotic model of politeness that accounts for how the broadly circulating models and stereotypes connecting communicative repertoires to aspects of identity and personhood are instantiated, inhabited, and deployed in sometimes unexpected ways in everyday interactions.