‘I’m going to split you all up’: examining transitions to group/pair work in two primary English classrooms

Abstract

Lesson transitions are important units for analysis not only for establishing the presence of group/pair work but also for examining the contextual conditions for small-group learning. Scholars have suggested that the 'open' or 'closed' contextual conditions set up through the teacher's use of language to introduce group/pair work influence the quality of pupil's talk and interthinking, i.e. the use of language for thinking together and collectively solving problems. The nature of transition, however, has not been fully characterised in the research literature for us to understand what these conditions are.In this paper, we present the findings from an analysis of teachers' discourse when the teachers introduced their pupils to group/pair work in two primary English classrooms in Singapore. Our analysis shows the extended and recursive nature of lesson transitions in these classrooms, as well as how the two teachers orchestrated conditions of entry into group/pair work and how the pupils were (un)successfully inducted into such tasks. These preliminary findings about transitions can have pedagogical implications for the ways teachers can create conditions that will support learning when they introduce group/pair work to their pupils.

Equitable learning outcomes: Supporting economically and culturally disadvantaged students in ‘formative learning environments’

“…In the UK, Mercer (2000) suggests that classrooms should be organized for inclusion based on the understanding that individual development occurs through active participation in a community, or network of interthinkers (see Vygotsky, 1978). This is a learning community in which more experienced community members act as ‘discourse guides’, who model ways of using language for thinking collectively (Lwin, Goh, & Doyle, 2012; Mercer, 2000). In Hong Kong, Cheng, Lam, and Chan (2008) found that ‘the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality’ (p. 205).…”

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“…Third, due to low English language proficiency, EFL students may keep quiet and shy, and thus avoid speaking up in class for fear to be rebuked, ridiculed, or punished by teachers or laughed at by classmates when they make mistakes. In the same line, lack of appropriate and effective professional training and qualifications may hinder teachers from feeling comfortable, confident, and self-efficacious enough to implement the VSA in their respective classrooms (Chen &Goh, 2011).…”