Search results for "Dialog"

Assessing (for) Understanding in the CLIL Classroom

2020

In this chapter, we conceptualise CLIL assessment as a dialogic activity in which teachers and learners share the responsibility for building learners’ understanding of subject-specific issues. We illustrate such a conceptualisation by first studying how secondary school CLIL teachers perceive classroom assessment in interviews collected in Finland and Austria. Then, by examining video data from a CLIL lesson, we show how opportunities for assessing to support learning can emerge in routine instructional interaction, and how a teacher can attend to learner talk both to develop his or her own understanding of the learner’s abilities and to promote these same abilities. Our data suggest that,…

Towards Dialogic Teaching in Science: Challenging Classroom Realities through Teacher Education.

2013

Lehesvuori, Sami Towards Dialogic Teaching in Science: Challenging Classroom Realities through Teacher Education Jyvaskyla: University of Jyvaskyla, 2013, 87 p. (Jyvaskyla Studies in Education, Psychology and Social Research ISSN 0075-4625; 465) ISBN 978-951-39-5151-1 (nid.) ISBN 978-951-39-5152-8 (PDF) Diss. Finnish summary The aim of this study was to explore dialogic teaching in school classroom and teacher education contexts. Despite moves towards more socially-oriented and student-centred curricula, science classroom communication remains prevailingly authoritative and monologic. In order to address the dialogic gap existing in the field, within this study an intervention was developed…

2019

Abstract This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a for…

Design and Style of Cultural and Media Studies Textbooks for College Students

2014

This paper uses the conceptual framework of multimodal discourse analysis in order to investigate the dominant styles and designs in selected Cultural and Media Studies (CMS) university textbooks. For many EFL students who major in philology, CMS courses are obligatory and thus constitute a type of content and language integrated learning (CLIL). The data from a description and evaluation of four popular textbooks indicate that there is a discernible move away from traditional literacy towards visuality and orality in textbook design and style. This tendency is evident in the use of segmentation and listing in composition, dialogic layouts and informal registers in exposition and visual aid…

Dialogical patterns of interaction in pre-school classrooms

2012

Abstract The present study set out to identify and examine dialogic educational interactions in Finnish pre-school classrooms. Video recordings of five observed pre-school classrooms that had shown a high or moderate quality of instructional support in literacy, maths and science studies were transcribed for micro-scale qualitative content analysis. Three patterns of teacher–child interaction emerged: first, a pattern characterised by the teacher making it possible for the children to demonstrate their knowledge and competence; second, a pattern characterised by the teacher supporting the children's participation and diverse contributions; and third, a pattern characterised by the teacher a…

Researching ensemble teachers’ assessment criteria and values from a dialogical theoretical perspective

2009

Since the beginning of the 1980s, playing in pop ensembles and rock ensembles has been an integrated part of both Swedish music teacher education and the Swedish national curricula for music. However, there is little research on ensemble playing and teaching in Swedish schools, and even less so on the assessment and the criteria for assessment of this practice. The aim of my PhD project is to investigate what values music teachers in focus groups express and what criteria they base their judgements on when they comment on and discuss video excerpts from ensemble classes. This paper, however, focuses on the method of analysis: a discourse analytical method that is informed by a dialogical th…

Mise en scéne et origine perçue des voix hallucinées dans des discours de patients schizophrènes

2008

International audience; This research explores how hallucinated voices appear in schizophrenic patient's narrations. Fourteen narrations of hallucinated patients were studied and are reported. Results show significant differences regarding the prevalence of use in the types of reported speeches, the ones most employed are reported speech and undetermined reported speech as respectively cited. The report mentions that hallucinated discourse is entirely separate and autonomous from the rest of the narration. These results underscore the xenopathic characteristic of hallucinated voices in the elaboration of the narration. These results are discussed for future research in this perspective and …

Instead of an Editorial: Mission Statements by Representatives of Both Fields

2012

The following mission statements by linguists and literary scholars working in different institutional and cultural contexts and at different stages of their careers are intended to map out the terrain covered by this journal. They tell similar stories about how these scholars came to cross the disciplinary boundary that too often divides their two fields, and they reveal a number of shared interests and emphases. But they also highlight the diversity of methodologies to which this journal is open – from metrics and stylistics to the cognitive sciences and Systemic Functional Grammar. The hopes and expectations voiced by the authors are partly pragmatic, expressing the wish that the journal…

Dialogi skolēnu komunikatīvās kompetences attīstībai angļu valodas stundās 6. klasēs

2019

Pats izplatītākais starptautiskās saziņas līdzeklis pasaulē vēl arvien ir angļu valoda. Tās sarunvalodas saskarsmes loma šodien ir kļuvusi īpaši nozīmīga. Tāpēc skolu mācību procesā ir svarīga angļu sarunvalodas kultūras un kompetences veidošana, spēja un gatavība izpaust kā tiešo, tā arī pastarpināto saskarsmi. Līdzšinējā mācību pieredze rāda, ka skolēniem angļu valodā grūtības rada runas uztvere klausoties. Izvēlētā pētījuma metode bija atsevišķa gadījuma pētījums, kas ietvēra anketu skolēniem, skolotāju refleksijas, dialogu uzdevumus, skolēnu pašvērtējumu, audio transkriptu un vērtējuma lapas Diplomdarba mērķis bija izpētīt, kā dialogi var palīdzēt attīstīt 6. klases skolēnu komunikatīvo…

Runas prasmju veicināšana dialogā krievu valodas stundās 11.klasē

2019

Diplomdarba temats: “Runas prasmju veicināšana dialogā krievu valodas stundās 11.klasē.” Mērķis: noteikt runas prasmju veicināšanas pedagoģiskos nosacījumus un paņēmienus 11. klases skolēniem dialogā krievu valodas stundās. Darba pirmajā nodaļā tiek iepazīstināts ar runas un dialoga jēdzieniem pedagoģijas un psiholoģijas literatūrā un ar to, kas nepieciešams, lai tiktu sekmētas runas prasmes dialogā. Tiek iepazīstināts ar jauniešu vecumposma raksturīgākajām iezīmēm. Otrajā nodaļā tiek veikta izmēģinājuma darbības izpēte, kā ar dialoga palīdzību tiek sekmētas runas prasmes. Tika vērtētas skolēnu vispārīgās krievu valodas prasmes un runas prasmes pētījuma sākumā ar dialoga palīdzību un noslēg…