Strategic Voices? Problems In Developing Oracy Through ‘Interactive Whole-Class Teaching’  

Oleh:

Coles, Jane

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Changing English: Studies in Culture and Education (Full Text) vol. 12 no. 1 (2005), page 113-123.
Fulltext: Vol. 12, No. 1, April 2005, pp. 113–123.pdf (168.77KB)

Isi artikel

This article considers what is meant by ‘interactive whole-class teaching’, a central component of the British Government’s primary and secondary Literacy Strategies. Drawing on published research evidence and a case-study undertaken in a London comprehensive school, this essay suggests that contradictions in government policy have led to an increase in the kind of whole-class teaching which offers an impoverished model of classroom discourse. Alternative models of pupil– teacher interaction are discussed. However, the article concludes that the current ideological imperative to deliver a literacy ‘quick-fix’ is inimical to the conditions necessary to foster genuinely dialogic classroom talk.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali