Formats of Classroom Talk for IntegratingEveryday and Scientific Discourse: Replacement, Interweaving, Contextual Privileging and Pastiche  

Oleh:

Renshaw, Peter ; Brown, Raymond A. J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 21 no. 6 (2007), page 531-549.
Topik: classroom talk; Vygotsky; Bakhtin; collective argumentation; pastiche; exploratory talk
Fulltext: Vol. 21, No. 6, p 531-549.pdf (176.17KB)

Isi artikel

In this paper we identify four formats of classroom talk for integrating everyday and scientific discourse – replacement, interweaving, contextual privileging and pastiche. In the replacement format, progress in understanding is gauged by the extent towhich scientific representations replace the more concrete and everyday representations in students’ talking and thinking. Research by Ballenger (1997) on Haitian children’s engagement in classroom science talks illustrates the interweaving format.The classroom science talks interweaved scientific perspectives and concepts with issues of morality and identity raised by students. Wistedt and Martinsson (1996) provide evidence for a contextual privileging format. They identified different voices in children’s discussions on mathematics topics – the everyday voice of practical reasoning, the voice of conventional schooling and the mathematical voice per se – the specific context of talk determined which voice was given precedence. Through our research we have identi- fied the pastiche format of classroom talk. Pastiche refers to the process of compiling multiple representations of a concept for consideration by others. Greater articulation of the ways that everyday and scientific talk can be integrated extends existing research on Vygotsky’s theory of learning and identifies styles of classroom talk for enhancing student inquiry and knowledge co-construction.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali