Teacher Discourse Research Articles

Instructional Strategies in Bedside Teaching Sessions in Public Sector Hospitals in Iraq

Bedside teaching is an effective and commonly used teaching method in medical education. However, few studies have analyzed the language and instructional strategies used during real-life interactions in bedside teaching sessions. Past research investigated the effectiveness of bedside teaching methods from medical instructors’ and students’ perspectives and the influences of the relationships between instructors and students on the success of this teaching method. This study sheds light on the discourse of bedside teaching in Iraqi hospitals from a linguistic perspective. The data were collected qualitatively in the form of 26 video recordings of medical instructors and medical students in interactions in two public hospitals in the Kurdistan region of Iraq during bedside teaching sessions and were analyzed in a mixed method technique. Discourse analysis was the research design and Nilsson et al. (2010) classification for instructional strategies was used as the analytical framework of the study. The findings revealed that seven instructional strategies associated with various pragmatic functions were employed by the instructors. The findings imply that the use of proper and effective instructional strategies that suit communicative medical events would have an impact on the understanding, expectations, and situational needs of medical students. The findings have pedagogical implications relevant to the fields of medical education and applied linguistics. This study represents a pioneering attempt to analyze bedside teaching sessions in an Iraqi context. It could therefore form a basis and starting point for future research in the fields of medical education and applied linguistics.

Conflicting Knowledge Paradigms: Competence Discourse and Disciplinary Reality in Social Sciences Teaching

The purpose of this study was to offer an inside look at the coexistence of different ways of conceiving and organising the knowledge of social sciences in current schools. To this end, the methods of autoethnography and critical discourse analysis were used in a case study focused on the teaching experience of one of the authors. The system of categories constructed allowed us to empirically verify the existence of a conflict between two major epistemological paradigms, competency and disciplinary, in clear correspondence with a gap between innovative educational discourses and traditional school practices. In the case analysed, this conflict led to a curricular over-dimensioning, which aimed to expand the elements to be worked on by teachers and their students qualitatively and quantitatively. The causes of this phenomenon are related to neo-liberal pedagogical parameters and allowed us to conclude that we should not conceive of competency-based learning either as an educational change by itself or as a strategy that guarantees change.

Evidence-Based Optimization of Classroom Teaching Units Using 3D Printers for Designing Models—From the 2D Picture to the 3D Flower Model

The implementation of digital tools into science education is a major demand of various stakeholders, such as teachers, schools and ministries of education. However, teaching innovations and the introduction of new competences need to be carefully tested and optimized for successful and sustainable application and learning success. Our aim was to develop and establish an easily adaptable teaching unit comprising the aspects of 3D printing from computer-aided modeling to slicing, printing and post-processing, which is linked to curricular learning content. The original teaching concept developed with a small group of students has been adapted to the conditions in large groups and full-size 9th grade school classes. With an increased sample size, it was now possible to investigate and analyze the teaching approach with respect to student’s motivation, learning success as well as the quality and acceptance of the teaching–learning arrangement for designing and 3D printing flower models. The goal of the study was to further optimize the existing teaching tool based on the evaluation of the student experience. While the exploration of this teaching approach ties into the current discourse of innovative biology teaching, the efficacy is evidenced by results that indicate a positive impact on student’s motivation and a high learning success regarding computer-aided modeling and 3D printing. As a result, the teaching-revised concept reported in this article is based on the students’ evaluation and can be provided as well-tested teaching material for schools.

Reading Modalities of Teachers From La Araucanía, Chile: What Can We Learn From Their Teaching Practices?

Even though pedagogical practices of reading mediation are essential for the development of reading, according to available evidence, in Chile they continue to be predominantly reproductive and are dominated by teacher discourse. Based on the above, the purpose of this research was to analyze the reading modalities found in the pedagogical practices of reading mediation of teachers of different disciplines in public schools in the Araucanía Region, Chile, in order to provide more evidence. In order to do this, 1.485 minutes of classes were videotaped, and 11 teachers and their episodes of reading modalities were analyzed. The methodology corresponded to a descriptive, qualitative and interpretative multiple case study. Among the results, we highlight that shared reading was the most common, although not all teachers take advantage of its expressive and motivational potential. In addition, teachers do not make explicit the benefits associated with the different reading modalities, so they are probably not fully aware of them. Finally, we present projections and implications for teaching.

印尼本地汉语教师课堂话语分析 —以 Tri Ratna 和 Budi Agung学校两位初中教师为例

摘要课堂上，教师话语是教师组织课堂的一项基本专业技能，教师科学有效的使用课堂话语关系着学生课堂学习的效果。在对外汉语教学中，教师的课堂话语是学习者目的语输入的主要的途径。尤其是在印尼国内教授汉语时，学生处在自己的母语环境中，课堂几乎成为他们接触汉语的唯一场所，因此教师得在课时量不多的情况下，需要不断优化和调整自身课堂话语的使用能力，尽可能多为学生提供开口说汉语的机会，因而透过本研究来了解目前教师的课堂用语情况如何和存在什么样的问题。因此，对印尼 Tri Ratna School 和 Sekolah Budi Agung 两所初中一年级的汉语课堂进行录影，并整理课堂教师话语逐字稿语料，以量化语料标记与统计来厘清方向，再质化参与观察，最后透过对教师访谈来了解课堂的脉络，同时对比课堂话语相关理论，来分析课堂话语量、话语构成类型、课堂提问以及课堂反馈的情况，以作为未来印尼本地汉语教师的反思和本地汉语教师培训的相关参考依据。 关键词: 印尼；汉语教师；课堂话语 AbstractIn the classroom, teacher discourse is a basic professional skill for teachers to organize classes and use lessons scientifically and effectively. Classroom discourse is related to the effectiveness of students' classroom learning. For a foreign language learner, the teacher's classroom discourse is the learner's main way to enter the language. Especially when teaching Chinese in Indonesia, Chinese classes have almost become the only Chinese environment to students. Chinese Teachers have to standardize and adjust their classroom discourse and provide students with as many opportunities to speak Chinese as much as possible. This study started with the videos of the first-grade Chinese language classes at Tri Ratna and Budi Agung high school in Indonesia and organize the corpus of the classroom teacher's discourse verbatim manuscript. Then to quantify corpus markers and statistics to clarify the direction, and re-qualitative participation in observation. Through interviews with teachers, we can understand the context of the classroom. At the same time, we compare the relevant theories of classroom discourse to analyze the quantity of classroom discourse, the types of discourse composition, classroom asking, and classroom feedback. The result will serve as a future local Chinese teacher in Indonesia reflections and references for local Chinese teacher training courses.Keywords: Indonesia ; Chinese Teacher ;classroom discourse

Automating what? Scholastic products and instructional automation in virtual schooling

ABSTRACT Schools produce multiple products and digitization articulates with them in different ways. In this paper we expand the frame for analyzing instructional automation by examining its implications for three scholastic products – embodied learning, grades and test scores, and the narratives that connect the two. We draw on data from interviews with 47 teachers in four full-time virtual elementary and secondary schools in the US to argue that at present most of the actual work of automation in virtual schools is focused on the production of marks and grades, and that the narrative products of digitization efforts – routinization discourses, potentials discourse, and ‘live’ teaching discourse, play key roles in shaping how we understand the connections between those products and student learning.

Visual methodologies as effective tools in reflecting on aspects of identity as an educator for inclusion and social justice

As an educator for inclusion and social justice, it is essential to be self-reflective about all aspects of identity that relate to diversity and differential power relations. As part of this commitment, I am part of a group of critical academics and practitioners who comprise the South African Education Research Association (SAERA) Special Interest Group on Self-Reflexive Methodologies. In this paper, I include reflections on two artworks I created during self-reflexive exercises using visual methodologies. The first artwork led to my interrogating aspects of meaning and identity as a white person in post-apartheid South Africa. What emerged was, first, the need to confront my privileged racial identity that had been fashioned in a divided and exclusive past and second, I needed to reposition myself beyond my white socialisation, recognising the possibility of new frames of understanding and new identities, new social spaces, and new communities beyond the historical differences that keep South Africans separated and alienated. Critical reflection on the second artwork reveals embedded commentary on the need to challenge patriarchal articulations of the professional identity and dominant discourses of learning and teaching in academia. What emerged was the possibility of how lost feminine aspects of knowledge could inform teaching and learning strategies. These strategies could then contribute to a critical pedagogy that challenges the prevailing system of social relations and disrupts and unsettles the stereotypical assumptions of a dominant masculine discourse in academia. Here, I highlight the effectiveness of using visual methodologies to explore various aspects of identity, especially relevant for educators as transformative agents educating for inclusion and social justice.

‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers

The UK, and perhaps particularly England, is often seen as a nation subscribing wholeheartedly to a monolingual mindset. The national curriculum remains resolutely monolingual, despite linguistic diversity in primary classrooms having increased rapidly. Current research and anecdotal evidence suggest that translanguaging in English schools is rare, despite the documented ‘multilingual turn’ in applied linguistics, and transnational practices are seen as being facilitated only within families. This study explores attitudes and practices towards supporting multilingualism and encouraging children's sense of transnationalism, rather than solely English language acquisition and assimilation into British culture. Forty semi-structured interviews were conducted with teachers across England, and the resultant transcriptions were analysed thematically to explore the experiences and attitudes of participants. The data presented in this paper focuses on instances of what we have termed ‘inert benevolence’ and we identify a number of conscious and subconscious barriers to truly incorporating languages beyond English in classroom practices.

INTERACTION IN ENGLISH LANGUAGE TEACHERS’ BLOGS

Considerando a interação em diferentes contextos online, este artigo objetiva discutir a Afiliação estabelecida em comentários publicados em blogs de professores de inglês e sua relação com o sistema de Avaliatividade. A teoria da Afiliação (Knight 2010) aborda a língua como um processo social capaz de negociar valores compartilhados em um texto e o sistema de Avaliatividade (Martin e White 2005; White 2004) explora, descreve e explica a forma pela qual a língua é utilizada para avaliar. Os resultados demonstram que processos sociais no discurso de professores de inglês são responsáveis pela interação crítica e são capazes de compartilhar valores no âmbito de uma comunidade.

Supporting teachers’ engagement with student thinking in teacher-captured video-based professional development environments: factors and implications

ABSTRACT Video of teachers’ own classrooms is used in professional development (PD), with recent research pointing to the promise of teacher-captured video and collegial discourse in Video Clubs (VCs). Using a sequential explanatory mixed-methods design, this study investigated teachers’ engagement with student thinking during VCs, which were part of a PD model in which teachers captured and analysed their classroom videos and identified clips and questions to discuss in VCs. The discourse of two school teams revealed a marginally significant change in teachers’ focus on student thinking, interpretive stance and the specificity of their discourse over time. Additionally, features of the presenting teacher’s video case (e.g., case question specificity) appeared to have influenced teachers’ interpretive stance in making sense of student thinking. Potential factors contributing to teacher discourse and implications for designing and implementing VCs with teacher-captured video in fostering teachers’ engagement with student thinking are discussed.

Pedagogical discourse of a bilingual - future teacher of the Russian language

Learning of the Russian pedagogical discourse of a bilingual person plays a great role in science, because this discourse is based on ethno-cultural/bilingual consciousness, cognitive processes, speech activity and communicative behavior peculiarities. The relevance of the study is determined by the need to analyze pedagogical discourse of a bilingual Komi-Permyak bachelor in the process of training for the profession of a Russian language teacher. The aim of the research is to build a model of communicative-verbal act of a bilingual in different educational environments: monolingual (Russian-speaking), bilingual (Komi-Permyak-Russian), multilingual in multi-ethnic classes. Research materials include scientific sources on cognitive science, psycholinguistics, discourse studies, bilingualism; textbooks and manuals on teaching Russian as a native/non-native tongue/foreign language; scientific works on comparison of Komi-Permyak and Russian languages. The research methods are the following: involved observation of the process of educational communication, analysis of the Russian-language pedagogical discourse of a Komi-Permyak bachelor bilingual personality, communicative speech acts modeling. The study proved that the pedagogical discourse of a bilingual teacher of the Russian language specifically reflects the processes of ethno-linguistic consciousness, manifested in cognitive, speech, linguistic and methodological activity, and communicative behavior. Communicative acts are not perfect and should be controlled by the bilingual consciousness of the teacher and vary depending on the certain audience. Pedagogical discourse research both from the side of the teacher bilingual personality and of students provides grounds for effective training of a future teacher at the university. The results of discursive analysis are presented by models of communicative speech acts based on different learning environments and addressees, that allow to create linguistic and methodological base for a future bilingual teacher of the Russian language, who will be ready to teach Russian-speaking monolinguals, bilingual Komi-Permyaks, students with different native languages.

INSTRUCTIONAL TEXT AND TEACHING DISCOURSE: WAYS TO UNDERSTANDING

Introduction. The problem of choosing and selecting the texts used in educationalprocess is rather actual and caused by teaching tasks in their broad sense. Instructional textsshould be the means for realization a certain amount of educational tasks, such as socioculturaldevelopment of the personality as an active participant of the educational process and bringingup this personality taking into consideration urgent demands which rise up in the developmentof the society. Purpose. The paper aims to ascertain the types and functions of texts used inteaching discourse and identify their interconnection in realization of educational tasks. Methods.The paper demonstrates the applying of certain system of methods which aim to comparestructural and semantic, communicative features of the instructional text and teaching discourse.Results. It is proved that the differentiation of these two concepts is methodologically grounded.Instructional text is a static phenomenon with the established and complete form, a result ofan activity which under certain conditions provokes another activity – the discourse activitythat stresses the dynamic character of the educational process developed in time and space.The logics of the teaching discourse initially displays itself on the basis of fixed textual information(meaningful and formal) that accordingly serves as the basis for creative interpretation ofthe text according to the tasks of teaching. In itsturn, discourse activity contributes to the appearanceof so called secondary texts.

Analysis of Multimodal Teaching of College English under the Background of Artificial Intelligence

As the Internet drives the spread of digitalization and the further improvement of computing power, the traditional college English teaching mode can no longer adapt to the needs of teaching in the age of artificial intelligence. Single or lesser modality is gradually replaced by multimodality, an emerging teaching mode. The study of multimodal discourse is a new hot spot in language research and a key issue of concern for English classroom teaching reform. Based on the analysis of the practical application dilemmas of multimodality in college English teaching culture, context, content (meaning + form), and expression, this article proposes a path to innovate multimodal discourse teaching in college English classroom in the era of artificial intelligence. It includes familiarizing with multimode integrated platform for teaching tools and developing intercultural communication abilities. Multimode situational lectures with the help of modern information technology are developed. At the content level, we should adhere to the unity and coordination of the meaning and form of multimodal teaching. Use language and nonlanguage in a way that will enhance learning at the multimode media level. Additionally, AI enriches English teaching methods, changes the intelligence of English teachers, and improves the efficiency of English teaching. AI helps to create a more relevant and interactive English learning environment, improve many aspects of English teaching, including teaching evaluation, and effectively improve the face of college English teaching.

Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions

Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and “reference to text,” with important consequences for MLLs. Our study has implications for scholarship analyzing classroom talk and literacy educators facilitating discussions where MLLs engage in sophisticated and complex reasoning discourse.

A Literature Review of English Discourse Teaching in Senior High School

Cultivating students' core competence is the primary goal of today's basic education stage, and the use of Discourse Teaching in the classroom is the main channel to cultivate core competence. With the proposal of the concept of core competence in English, teachers and researchers have begun to pay attention to how to explore thematic meaning based on discourse in English teaching. Teachers gradually realize that in-depth study of discourse is the premise to guide students to carry out thematic meaning exploration activities. However, in foreign language teaching, most teachers have long been used to teaching vocabulary and grammar knowledge, ignoring discourse learning, which obviously cannot meet the teaching needs for the purpose of educating people. This paper collects relevant literature through the China National Knowledge Infrastructure (CNKI), summarizes the relevant research on "Discourse Teaching" from 2017 to 2021, summarizes the general situation of "Discourse Teaching" in China at present, and puts forward suggestions.

Reviewing the Influences of Teacher Discourse Techniques on Students’ Learning

This paper aims to examine the influence of teacher discourse techniques on student learning. Four speaking skills will be mainly reviewed: intonation, repetition, and wait time. The research is informed by the fact that speaking consumes a large portion of student-teacher interactions. Thus, the quality of such interactions, especially in questioning, can be improved using the appropriate intonation, repetition, and wait time. The study was completed using a qualitative research design. The data presented were obtained from secondary materials. The study used multiple approaches to address the research problem. The methods used in the current paper were referred from previous studies that had investigated intonation, repetition, and wait time as speaking skills in classroom interactions. The paper also collected data and findings from various studies to analyze the research problem. The review suggests that long wait time is better positioned to improve student learning. This is especially true for learning concepts at a high cognitive level, which requires critical thinking. Additionally, using the conducive and unconducive questions with falling and rising tones also has a high potential for improving student learning. The grammatical, benign neglect, and interpersonal approaches were found to have their inherent limitations. The review also supports the idea that repetition can advance student learning. The findings indicate that repetitions can be used to draw attention, as well as create learning habits, and many other objectives relevant to student learning. The findings of the study are consistent with the ideas and evidence presented in the literature review. The findings confirm that with the right speaking skills, students learning can be highly improved. Perhaps the major limitation of the research is that it used secondary data.

LEXICAL ERROR ANALYSIS IN THE ELEMENTARY SCHOOL EFL CLASSROOM

The main goal of this research is the quantitative and qualitative analysis of lexical errors in spoken discourse in English language teaching of pupils in the 9th grade of primary schools in the northern, central and southern parts of Montenegro. The analysis was carried out between 2013 and 2018. The corpus of this paper consists of audio-recording of 30 English classes, each lasting 45 minutes. This provided relevant data that enabled the identification of errors and the conclusions that are presented in this paper. Comparative analysis was used to check whether there were significant differences in the number and type of errors among the pupils from the three regions. The quantitative analysis showed that the total number of errors is 1,311. The results show that (1) the largest number of errors in the central part of Montenegro relate to the incorrect use of verbs in translating sentences; (2) in the southern and northern parts the largest number of errors relate to the incorrect use of prepositions; (3) the fewest errors cause by interference appear in the northern part; and (4) the incorrect use of words (in terms of their meaning) was not identified in any of the regions. These results may be interesting for the educational authorities, helping them create adequate curricula and develop appropriate classroom activities in the English language classroom.

A sala de aula de entrada como um lugar curricular onde olhar para a Comunicação Não Verbal do discurso docente na Universidade da República, Uruguay

The text presents the theoretical discussion towards the notion of the entrance classroom as a curricular place and the value of non-verbal teacher communication in communicational interactions at the beginning of training. It thus refers to the construction of a singular discursive, didactic-pedagogical and physical-temporal space for the promotion of communicational interactions towards student permanence and persistence at the beginning of university education. This view is of special interest in university models of free access and gratuity in which the expansion of enrollment becomes a situation of profound relevance in the right to education. The documentary analysis carried out consolidates the entrance classroom as a unique curricular and communicational place for each discipline in particular and for the field of Higher Education in general. Entrance teaching can make available and model experiences that affect student persistence in the early days of institutional accommodation. Among those doings, non-verbal communicational interactions make up 93% of communication. Its interactive didactic value promotes classroom climates that facilitate learning according to communication styles. The findings deepen, from the field of the curriculum and from communication theories, the value of non-verbal communication (NVC) in the teaching discourse at the beginning of university education. They propose to understand and deepen their particularities in the communicational pedagogical positions towards the awareness of a differentiated doing in the initiating period as a subjective student process and admission as a curricular place of teaching.

Critical Discourse Analysis of Language and Power in EFL Classroom Interaction

Abstract
 
 This study aims to discuss the use of language and the power possessed by the teacher in interacting with students in the classroom on the way student perceptions and its contribution to student learning outcomes. This study investigates teacher discourse and teacher-student discourse that occurs in the classroom interaction. Through this explanation of critical discourse analysis, the researcher proposes to distribute the concepts of classroom interaction between teacher and students, the use of the teacher’s language, and the use of the teacher’s power. This explains the role of the power of using language in classroom interactions to create good learning characteristics and outcomes. The analysis of this research is based on the theory of discourse analysis which focuses on the topic of language taken from Fairclough's theory and the types of power by French and Raven (1959). The method used in this study is a descriptive qualitative research method that deals with data in the form of words from interviews and questionnaires. The results showed that the teacher’s language in classroom interaction is used not only to interact with the students but also to provide the materials and information, to give instruction, and to train the students’ skills. The power with the highest frequency of use produced by the teacher during the learning process is expert power, reward power, referent power, legitimate power and the last is coercive power.
 Keywords: Critical Discourse Analysis, Classroom Interaction, Language, Power

Construction of Teaching and Learning Cultures in Transnational Pedagogical Development: Discourses Among Palestinian University Instructors

This qualitative study explores teaching and learning cultures in the context of a community-oriented pedagogical development process initiated during Finnish–Palestinian transnational cooperation. Research data include focus group interviews and texts produced during a pedagogical training program with Palestinian university instructors. The study examines teaching and learning cultures as constructed by discourses in and around the Palestinian university. A poststructuralist discourse analysis identified five discourses of teaching and learning: disciplinary differences, traditional and modern education, improving education, sociocultural and religious context, and political and economic circumstances. The study shows that teaching and learning cultures are dynamic and fragmented as they are constructed by the contrasting discourses. The findings suggest that pedagogical development initiatives need to provide spaces for discursive transformation, especially in the transnational context that introduces additional alternative discourses into the institutional cultural meaning-making.