what we thought about things': expectations, context and small-group talk  

Oleh:

Westgate, David ; Corden, Roy

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 7 no. 2 (1993), page 115-126.
Fulltext: Vol. 07, no 2, p 115-126.pdf (812.77KB)

Isi artikel

Small-group talk has become a standard feature of UK classrooms, across phases of schooling and subject boundaries. Judgements concerning the value of such talk still occasion debate, however; and underlying criteria are hard to define. Predicting or ensuring high quality talk is harder still. The present paper draws upon a small-scale study which affirms some important contextual pre-conditions for teachers to be aware of at the stage of setting up small-group talk. Such pre-conditions have to do with pupils' expectations about their audience and purpose which arguably require more explicit attention from teachers than is often assumed to be the case. Pupils' beliefs that they will be required to provide an assessable product, rather than engage in a learning-process, may derive from previous experience and constitute an impediment to the successful functioning of small-group talk as a learning-medium. At a theoretical level, teaching strategies which take such factors as their starting-point are seen to imply a dynamic view of context: as interactive process (rather than, e.g. background 'data'), talked into existence and constantly evolving under the influence of perceptions and attitudes alive in the talk. The discussion is set against a backcloth of educational politics.

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