Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse

Nystrand, Martin; Wu, Lawrence; Gamoran, Adam; Zeiser, Susie; Long, Daniel

doi:10.1207/s15326950dp3502_3

Cited by 497 publications

(472 citation statements)

References 28 publications

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“…This could imply that teachers use a more monologic than dialogic type of interaction, which may require less behavior aimed at triggering production (Nystrand, 2003). When supporting teachers in improving their AL stimulating behavior during mathematics instructtion, we need to take teaching profiles, use of instructional methods and also types of interaction into account.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…This type of interaction is more interactive, more conversation-like and more coherent than monologically organized interaction, where the main speaker, mostly the teacher, operates from a predetermined script. In dialogically organized instruction, the learning of knowledge is seen as a transformation of understandings instead of as a transmission of knowledge (Nystrand, 2003). Considering the need for negotiating meaning to learn AL, dialogically organized instruction can be expected to be effective for stimulating AL development.…”

Section: Organizationmentioning

confidence: 99%

See 1 more Smart Citation

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dokter¹,

Aarts²,

Kurvers³

et al. 2017

L1 Educational Studies in Language and Literature

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Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students' AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students' understanding and at triggering students' production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students' AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: 'teacher talking', 'balanced use of methods', 'getting students at work' and 'interactive teaching'. Teachers showed more types of behavior aimed at students' AL understanding than at production.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Organizationmentioning

confidence: 99%

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dokter¹,

Aarts²,

Kurvers³

et al. 2017

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

show abstract

“…The notion of 'teaching through dialogue' encompasses pedagogical traditions from Socrates onwards and ranges from educational philosophy with focus on dialogue as inquiry (e.g., Dewey, 1916Dewey, /2005Wells, 1999), to principles for teaching dialogue (e.g., Isaacs, 1999a and1999b), to research on classroom discourse (e.g., Nystrand, Wu, Gamoran, Zeiser, & Long, 2003;Skidmore & Murakami, 2016), and on exploratory talk (Barnes, 1976;Mercer, 2000) and collaborative inquiry (e.g., Garrison & Anderson, 2003;Garrison, 2016).…”

Section: Defining Dialogue and Its Purposementioning

confidence: 99%

“…While pioneering studies do exist, e.g. on assessing classroom questions using a scale between 'monologic' and 'dialogic' (Nystrand, Wu, Gamoran, Zeiser, & Long, 2003), these tools are not yet available as formats or procedures that teachers would be able to incorporate in their classroom (see Reznitskaya, 2012, for a more manageable Dialogic Index Tool to help teachers assess their own classroom practice).…”

Section: Conclusion a Revised Definition Of Dialogic Literacy And DImentioning

confidence: 99%

Dialogic Literacy: contexts, competences and dispositions

Caviglia¹,

Dalsgaard²,

Delfino³

et al. 2017

L1 Educational Studies in Language and Literature

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Dialogic Literacy is understood as being able to participate in productive dialogue with others and is a key competence for learning and active citizenship in a cultural and societal landscape shaped by the 'participatory turn'. The article develops a definition of Dialogic Literacy based on a cross-disciplinary approach combining deliberative discourse, collaborative rationality, and Moral Foundation Theory. Furthermore, it presents a framework that educators can utilize in order to transform classroom discussion into activity that fosters learners' Dialogic Literacy. Finally, the article argues for elevating the status of Dialogic Literacy as an overarching learning goal that should become an integral part of language education.

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“…Les enseignants n'ont pas encore l'habitude de laisser les élèves problématiser le texte et diriger leur (Nystrand, Wu, Gamoran, Zeiser et Long, 2003;Nelson Chrytoph et Nystrand, 2001 ). De plus, non seulement le temps alloué aux discussions authentiques au secondaire est-il très restreint, mais il serait à peu près inexistant dans les classes difficiles (Nystrand, 1999).…”

Section: Lecture Critique Et Littératie Critique : Quelles Différences?unclassified

Quelques incidences du concept de « littératie critique » pour l’enseignement de la littérature au secondaire

Hébert

2016

REEFMM

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RésuméNos expérimentations, inspirées de la théorie progressiste et transactionnelle de Rosenblatt (1995Rosenblatt ( /1938 AbstractLiterature appreciation requires the simultaneous use of many reading stances from the reader, from literal to critical. In a number of our studies, inspired by Rosenblatt's (1995Rosenblatt's ( /1938 progressist and transactional reading theories, we noted, as many others scholars did, that some classroom practices centered on dialogue, such as journal log and literature circles, help students to engage themselves in literature and adopt a critical attitude. In a study describing reading modalities used by middle-school students while discussing in peer-led literature circles, we observed that the critical stance was rarely used (Hébert, 2003;.Our first objective here is to examine to what extend critical reading differs from critical literacy in the literature class. And, from a few examples taken from our research, we would like, as a second objective, to discuss some incidences of the critical literacy on literature teaching practices. Youth reader's logs produced in a shared-interpretation context are a new and challenging type of "collective and situated" classroom discourse. One we believe that teachers should consider in relation with the classroom context and the critical notion of interdiscursivity.Quelques incidences du concept de « littératie critique »

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Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse

Cited by 497 publications

References 28 publications

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dialogic Literacy: contexts, competences and dispositions

Quelques incidences du concept de « littératie critique » pour l’enseignement de la littérature au secondaire

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