Teacher Discourse Research Articles

“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.

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.

Analyzing Teacher Discourse: Understanding the Role of Teacher Talk in ESL Classroom Communication

Analyzing Teacher Discourse: Understanding the Role of Teacher Talk in ESL Classroom Communication

Reconstructing a teachers' discourse to build inclusive interactions using positive discourse analysis and a formative intervention program

ABSTRACT This study aimed to transform the discourse of an English teacher to build peace and promote inclusive interactions, democracy, and social justice in the classroom with students with disabilities. It used formative interventions and positive discourse to transform the teacher’s activity system regarding a teacher’s discourse. Research has explored whether teachers’ discourse promotes a peaceful environment, revealing signs of discrimination and symbolic violence. Studies have focused on raising awareness of the power of teachers’ discourse to generate an understanding of its impact. Nevertheless, little is known about teachers’ discourse transformation to promote inclusive interactions while teaching English to students with disabilities. The study is framed under the theoretical underpinnings of activity theory aimed at transforming teachers’ praxis. Results showed transformation in the teacher’s discourse in three main elements: subject, object, and mediation tools.

Verbalization of Criticism and Praise Intentions in German-Language Pedagogical Discourse

This paper deals with the peculiarities of the German-language pedagogical discourse, in particular teachers’ oral speech. Pedagogical discourse as a type of institutional discourse is characterised by a pronounced cultural component related to the differences in educational systems, traditions and modern practices of communicative interaction between teachers and students. The aim of the study is to analyse teachers’ evaluative and facilitative strategies, which are implemented in the speech acts of criticism and praise. The examples under review are borrowed from German-language speech resources that teachers in German schools are recommended to use in class. To thematically differentiate between the objects of praise and criticism of students the article is based on contextual analysis, which helps to describe the speech acts of praise and censure, using the procedure of detecting teachers’ intentions. The analysis of the grammatical and syntactic construction of the utterances makes it possible to determine the linguistic means of implementing praise and criticism in the German-language teacher discourse and to identify the corpus of linguistic means whose main function is to increase or decrease the semantic and emotional significance of the utterance components.Transl.: Glushak V. M., Mueller J. E., Kovac, M. 2021. Verbalization of Criticism and Praise Intentions in German-Language Pedagogical Discourse. Professional Discourse & Communication. 3(3). P. 52–64. DOI: https://doi.org/10.24833/2687-0126- 2021-3- 3-52-64

Design of intelligent behavior analysis software based on speaker identity classification algorithm in microgrid mode

AbstractDigital technology still has a low level of intelligence in the microgrid mode of teaching behavior analysis, resulting in the traditional manual observation and recording stage still being used for speaker identity classification, and the efficiency of teaching behavior analysis is also low. In response to the above issues, the research is based on the teacher‐student analysis method and proposes a dual clustering algorithm based on the general background model Gaussian mixture model for speaker identity classification, thereby realizing the development and design of intelligent behavior analysis software. The research results indicate that the average recall rate of behavior transition points in the classroom teaching discourse corpus of the intelligent behavior analysis software is 89.03%, which is better than traditional analysis methods. Therefore, the intelligent behavior analysis software constructed by the dual clustering algorithm has high effectiveness and practicality. The research proposes a method model and implements intelligent visualization for classroom teaching behavior analysis, improving the efficiency of analyzing current microgrid teaching behavior.

Physics Teachers’ Discourses on the Origin of the Universe and the Impact of Personal Beliefs in the Classroom

Conflicts in regular education classrooms due to differing personal views on scientific knowledge are recurrent. This article is motivated by enquiries into the significance of the topic of “the origin of the universe” in the context of elementary school curriculum, as well as concerns regarding how educators handle this topic, their academic preparation to take this tack, and the impact of students’ and teachers’ own personal beliefs on the classroom setting. Focusing on this topic, we investigated the discourses of teachers with a degree in physics, educated at the same public institution, under the same curricular framework, considering their training, teaching methods, and personal convictions. The study was conducted with open-ended interviews designed to be used in a video-communication setup. Through our analysis, it was possible to verify that teachers feel unprepared to handle the issue in the classroom due to the cultural diversity of their students and the need for greater scientific knowledge. In addition, it was determined that everyone has an independence stance about the connection between faith and science, which reduces the likelihood of conflict.

Fostering Teachers’ Growth Mindset to Face Education Challenges Using a Cultural Language Learning Approach (CLLA)

Growth mindset practice by teachers’ is essential for facing the disruption of education that has been caused by technological advances. This study used multiple case studies to investigate the level of teachers’ growth mindset, teachers’ readiness to face education challenges, and how to foster teachers’ growth mindset using a cultural language learning approach. It involved 26 teachers from elementary to higher levels who completed a questionnaire comprising closed-ended questions, and participated in in-depth interviews and a peer debriefing – the latter to determine trustworthiness. The data were compiled and analyzed descriptively using defined criteria. The research procedure followed these steps: (1) Gathering raw data on three research variables; (2) Reviewing data; (3) Analyzing data; (4) Ensuring trustworthiness through peer debriefing; and (5) Research judgment. This study fills a gap in the literature concerning the concept of teachers’ growth mindset and fostering teachers’ growth mindset by using a cultural language learning approach as an alternative to their educational practices. This study reports the following findings. First, most of the participants confessed that they did not fully practice the seven growth mindset principles, namely, never stop growing, experiment and innovate, ask questions, be flexible, learn new technology, truly listen and reflect constantly. Second, they were not yet prepared to face education challenges. Third, they admitted to not yet having embedded local cultures as their teaching discourses. The findings are expected to provide an alternative reference and guide for policymaking for teachers and practitioners affected by theses issues.c

Reacting to Black Lives Matter on Social Media: Pedagogical Implications for Social Studies Education

This Q methodological study explored the ways preservice and in-service social studies teachers engaged with a collection of social media posts about the Black Lives Matter movement. The study asked participants to share their reactions to the posts as well as how they would determine which posts they might present to their students in the classroom. The analysis of the Q sorts identified three subject positions available to these social studies teachers—labeled the Context Provider, the Data Debater, and the Critical Confronter. Notably, each of these subject positions was underscored by a prevalent discourse of teachers working as a Guide on the Side. These findings suggest that social studies teachers’ pedagogical imaginings of engaging students with social media content and in the analysis of current social and political movements for justice are significantly informed by dominant discourses of teacher “neutrality.”