This is a qualitative study of identities constructed and enacted by four 3rd-grade African American children (two girls and two boys) in an urban classroom that engaged in a year-long, integrated science-literacy project. Juxtaposing narrative and discursive identity lenses, coupled with race and gender perspectives, I examined the ways in which…

This paper presents the results of a small-scale study of codeswitching (CS) between Chinese and English in primary English classrooms with a view to informing classroom interaction with young learners of English as a Foreign Language (EFL). It analyzes CS of two teachers participating in the Primary English Curriculum Innovation (PECI) project in…

Using a low-inference observational instrument, the authors empirically described and compared pedagogical behaviors in bilingual and structured English-immersion programs serving Spanish-speaking English language learners in a large urban school district in Southeast Texas. The two programs included both intervention/control of each type during…

Thousands of students in California learn English as a second language in schools that utilize exclusively monolingual--English Only--literacy programs. With such programs students do not have the opportunity to use the knowledge of their first language in order to acquire and master their second language. The project of cooperative bi-literacy…

An ethnographic study examined 2 case study students, "Nick" and "John," as they engaged in an integrated literature-United Sates history class cotaught by an English and a social studies teacher in a high school in New York state. The emergent critical perspectives and pluralistic understandings of Nick and John were examined…

A composition scholar conducted a study of peer response groups in a freshmen composition course to determine what leads to conflict among students in these groups. In the course of her study, however, she found herself deeply perplexed by conflicting roles she had to play as a participant/observer. The ethnographer as a participant/observer is,…

The way in which teachers communicate with their students partly determines what they communicate. This book addresses the communication issue by building on a series of papers whose first versions were presented in 1992 at the Sixth International Congress of Mathematics Education in Quebec. Papers include: (1) "Crossing the Gulf between Thought…

Two meanings of the word "discourse" are distinguished. The first treats discourse as conversation (D1), and the other refers to different ways of understanding (D2). Rather than seeing the two kinds of discourse as different, they are seen as having an important connection, particularly in classroom communication. Examples are drawn from the…

A study was conducted to identify variables associated with question-asking in the college classroom. Specifically, the study examined the influence of instructional interventions on intentions to ask questions. Subjects, 220 university undergraduates enrolled in a basic communication theory course at a midsize, midwestern, urban university,…

The phenomenon of the modified register, here termed Foreigner Register, the register of language that is used by language teachers with students of perceived low language proficiency, is discussed. As used by language teachers, Foreigner Register is well formed and simplified or modified in terms of syntax, phonology, and lexis. The…

This article examines how classroom space is utilized and what this communicates about the teaching conducted there. (RC)

Article considered the place of the special child in the regular classroom and how the regular teacher and the special teacher can cooperate to assist the special child make the transition from special to regular education. (RK)

Discusses research on kinetic structure, a microstructure concept (concerned with sequential organization of individual verbal statements or individual behavior acts). (PEB)

A model constructed by combining nine theories relating wait-time, teacher expectations, equity and fate control to inquiry behaviors is described. Results indicate implusive students can be converted to reflective pupils by providing them with time to think and by allowing alternative answers. (BR)

Second language curricula vary in their relative emphases on process and product and on the control exerted by the teacher and learner. Discourse analysis can be used to gain insight into classroom interaction. One model for this kind of analysis classifies utterances according to the structural predictions created by the preceding utterance,…