Language and Learning in the Classroom

Barnes, Douglas

doi:10.1080/0022027710030104

Cited by 17 publications

(11 citation statements)

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“…At a classroom level, the language a teacher uses is similarly powerful for students, especially where it shapes the nature of the concepts being discussed (see Barnes 1971;Johnston 2004;Moje 1995). In science 14 E.J.…”

Section: Teacher-talk Is Importantmentioning

confidence: 98%

“…These conceptualisations are not intrinsic to any specific individual or group or emergent through pre-determined stages, nor are they created in a vacuum. Instead, students' conceptualisations are formed through the social interactions and specific experiences they have inside and outside of school contexts, and one of those influences is the language used by the instructor (see Barnes 1971;Johnston 2004;Moje 1995;Zeidler and Lederman 1989). As Johnston (2004) notes, '… the language that teachers (and their students) use in classrooms is a big deal' (10) and conveys, among other things, 'noticing, identity, agency, and epistemology' (77).…”

Section: Premisesmentioning

confidence: 99%

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Locating agency in the classroom: A metaphor analysis of teacher talk in a college developmental reading class

Paulson

Theado

2014

Classroom Discourse

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This study employed a metaphor analysis approach to investigate instructor language as it relates to the positioning of agency within a college developmental reading course context. Agency, or the socioculturally mediated potential to act, is a crucial part of self-regulated, self-efficacious learning and contributes to identity formation and affirmation. Understanding where agency is being positioned via classroom discourse can have important implications for the teaching and learning transaction, including the construction of students' implicit theories about their literacy practices and their roles as active learners. As a type of discourse analysis, metaphor analysis allows for an unobtrusive, highly ecologically valid method of determining the underlying conceptualisations about a given topic that are held by participants in discourse communities. The article concludes with pedagogical implications. IntroductionIn this article, we investigate instructor language use in a college developmental reading class as it relates to the positioning of agency -that is, where aspects of control are located -within the classroom context. We focus on the metaphorical language used by the instructor of the class and how that language can influence students' understanding of their role in the teaching and learning transaction, as well as their implicit theories of literacy practices. Specifically, we are looking at areas where the belief systems implicit in the instructor's language use run counter to the instructor's stated approach to literacy instruction. Through metaphor analysis we uncover the Discourse models (Gee 2005) implicitly in play in a college developmental reading class.Developmental reading curricula have existed in various forms in higher education in the United States for over a century (Stahl and King 2009). Recent analysis of ACT college entrance test outcomes has indicated that fewer than half of incoming college students in the US were prepared for the reading requirements of a typical first-year college course (ACT 2013), making college developmental reading courses a core aspect of how colleges provide academic support to struggling

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Section: Teacher-talk Is Importantmentioning

confidence: 98%

Section: Premisesmentioning

confidence: 99%

Locating agency in the classroom: A metaphor analysis of teacher talk in a college developmental reading class

Paulson

Theado

2014

Classroom Discourse

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“…Por lo tanto, estudiando la interacción profesor-alumno en el aula se pueden analizar las situaciones que abren o cierran diferentes posibilidades de aprendizaje para los alumnos (Barnes, 1971). En este trabajo se analizan estas situaciones pero no se aborda su efecto en los procesos cognitivos individuales.…”

Section: Introduccionunclassified

Argumentación y conocimiento científico escolar

Candela

1991

Infancia y Aprendizaje

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ResumenEn este artículo se analiza el contexto interactivo que propicia la participación de los alumnos en la construcción social del conocimiento de ciencias naturales en la escuela primaria. La descripción se centra en las intervenciones de los alumnos, elaboradas en interacción con el docente, en las que expresan explicaciones alternativas y argumentan sus ideas. Agradecimientos: Este artículo presenta parte de los resultados de un proyecto que recibió financiamiento del Consejo Nacional de Ciencia y Tecnología de México con el Convenio PCEDCNA-0502/2. Agradezco los comentarios de mis colegas Ruth Mercado, Ruth Paradise, Rafael Quiroz y Elsie Rockwell, así como las observaciones de Derek Edwards, que han sido de gran utilidad para la orientación de mi trabajo.

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“…The central question of enquiry is, "How and in what way should students learn science?" An underlying feature of a particular view of learning, which can be seen to be implicit in some science teaching, has been described by D. Barnes (1973) as a "transmission view." He describes the teacher who adopts this view as operating a "speaking tube" down which he or she sends knowledge when he or she asks pupils questions or tells them to write.…”

Section: Teachers' Beliefs About Teaching and Learning Science Througmentioning

confidence: 99%

“…(D. Barnes, 1973;Bell & Gilbert, 1996;Trumbull & Slack, 1991) According to Scott (1987), within the "transmission view," a tacit assumption being made by the teacher is that the students do not bring relevant ideas of their own to lessons and that they act simply as recipients of knowledge, adding the information to their "memory store." Thus, chunks of information are transferred from teacher to pupil during teaching.…”

Section: Teachers' Beliefs About Teaching and Learning Science Througmentioning

confidence: 99%

Science-Technology-Society (STS)

Mansour

2009

Bulletin of Science, Technology & Society

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Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education.

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Language and Learning in the Classroom

Cited by 17 publications

References 0 publications

Locating agency in the classroom: A metaphor analysis of teacher talk in a college developmental reading class

Locating agency in the classroom: A metaphor analysis of teacher talk in a college developmental reading class

Argumentación y conocimiento científico escolar

Science-Technology-Society (STS)

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