Identifying ‘Quality’ in Classroom Talk: An Enduring Research Task  

Oleh:

Westgate, David ; Hughes, Maureen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 11 no. 2 (1997), page 125-139.
Fulltext: Vol. 11, No. 2, p 125-139.pdf (221.87KB)

Isi artikel

After 20 or more years of classroom research using recorded talk-data, many of the substantive as well as the methodological issues addressed by pioneers in the field remain only partially resolved. In the climate of recent educational politics, carefully gathered insights have been marginalised, and impetus for fresh enquiry has been reduced. The present paper therefore sets out, first, to reassert the validity of a manyfaceted agenda to which qualitative analysis of classroom talk remains central, as well as the need for a firmer evidence-base upon which to argue the continuing significance of that agenda. Second, a brief review of advances made in the gathering and interpretion of talk-evidence is offered; so that, third, possible lines of further development can be indicated. These bear especially upon long-established issues in respect of (e.g.) interaction, discourse and cognition, upon discourse cohesion and upon the discourse competences of teachers and (especially) pupils.

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