Search results for "Cultural perspective"
showing 6 items of 16 documents
Exploring and Reshaping Learners’ Beliefs About the Usefulness of Corrective Feedback : A Sociocultural Perspective
2016
A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs. Changes in learners’ beliefs about corrective feedback were observed both within a period of six months (Case study) and over the course of one research interview (Group study). The studies exemplify how the interplay of one’s own and other’s expe…
The transnational migration of mindfulness: a call for reflective pause in sport and exercise psychology
2021
Abstract Objectives Research on transnational migration has flourished in recent years, but the transnational movement of ideas, practices, and cultural norms, especially within the sport and exercise psychology community, has received scant attention. We explored the transnational migration of mindfulness to understand how the concept has been culturally adapted to fit the mainstream sport and exercise psychology research and practice. Method Sport-based mindfulness interventions, journal articles in Psychology of Sport and Exercise in 2008–2020, and sessions of the FEPSAC 2019 Congress were examined to reflect on the current positionality of mindfulness within sport and exercise psycholog…
Engaging with mathematics in the kindergarten. Orchestrating a fairy tale through questioning and use of tools
2013
ABSTRACTThe aim of this study is to analyse how a kindergarten teacher orchestrated a mathematical activity involving a fairy tale. Taking a sociocultural perspective on learning and development, naturally occurring talk-in-interaction has been analysed in order to scrutinise the subtleties of the orchestration. The fairy tale Goldilocks and the Three Bears was used both as context for the activity, but also as a means through which mathematical concepts were engaged with. The analysis shows that the orchestration bears characteristics of questioning and use of tools such as voice, facial expressions, and concrete materials. The orchestration is also characterised by sincere planning in adv…
Parental warmth and socio-emotional adjustment in Brazilian, Canadian, Chinese and Italian children: A cross-cultural perspective
2008
The primary purpose of the study was to investigate the role of cultural context in shaping parental warmth and its linkages with children’s socio-emotional adjustment in Brazilian, Canadian, Chinese and Italian children. We were interested in several specific issues including (1) whether there were cross-cultural differences in parental warmth among the samples, and (2) whether the relations between parental acceptance-rejection and child outcomes were similar across cultures. In addition, we were interested in whether children perceived mothers and fathers differently with respect to the provision of warmth, and whether maternal warmth and paternal warmth made differential contributions t…
Introducing Dialogic Teaching to Science Student Teachers
2011
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers’ field practice. The pract…
‘Because I point to myself as the hog’ : interactional achievement of moral decisions in a classroom
2016
Abstract Drawing on the conversation analytic and sociocultural perspectives, this study investigates children's situated moral negotiations in classroom peer interaction in the absence of a teacher. The conversation analytic methodology is used to operationalise some of the key elements of the sociocultural perspective on moral development. In this way, this study enables readers to observe and study the semiotic, conversational and interactional mediations of moral functioning in real life, with the example of children's moral practices. The empirical analysis is based on video-recorded sequences in which primary school children work with the rules of a counting rhyme which is banned by t…