Classroom Discourse and Pedagogy (Essay Sample)

Classroom Discourse and Pedagogy Name: Institutional Affiliation: Date of Submission: MA1-K-TR14:275 T-Barry: So:;= c’n you make another sentence-; (0.4) S:te:ve, (2.8) S6-Steve: M-m:. (3.9) S6-Steve: Korean people looks like (0.4) look- (.) like- uhm; (0.6) °Japanese people.° (0.4) T-Barry: Oka:y. (0.5) Okay;= grea:t-. (0.6) Identify first pair parts, second pair parts; base adjacency pairs (BAPs) and any other expansions of those BAPs From the above data, first pair parts will be as follows: c’n you make another sentence The second pair part will be as follows: Korean people looks like (0.4) look- (.) like- uhm; (0.6) °Japanese people Oka:y. (0.5) Okay;= grea:t-. The base adjacent pair will be as follows: So:;= c’n you make another sentence-; (0.4), Korean people looks like (0.4) look- (.) like- uhm; (0.6) °Japanese people.° Describe the sequence as an example of classroom interaction The teacher requests Steve to make another sentence in lines 1 and 2. In his sentence, the teacher uses the word ‘another’ meaning that the classroom had earlier on practiced on the same action of making sentences. This was not the first time they were practicing over the same. Ideally, one can assume that Steve knows the kind of sentence that the teacher wants him narrate meaning that the instructions of the construction process came earlier. In stating the answers, Steve delays by 2.8 seconds after which he produces ‘m-m’ sound, an impression that Steve is taking his turn. However, nothing is seen as substantial not after 3.9 seconds that he tries to construct the sentence. Steve states the answer in lines 6 and 7 with hesitations as he confuses ‘looks like’ with ‘look like’. He also hesitates after ‘uhm’ for 0.6 seconds after finishing up the sentence. In the third position, the teacher acknowledges the answer given by Steve with ‘okay, okay’ expression, an impression of positive assessment. Looking at the above sequence, one can classify the same to a classic three-part classroom question-answer-follow-up structure. Consider any potential for learning in the sequence, based on evidence from the data From the above sequence of learning, one may not find much evidence of actual learning; however, some evidence of struggle is evident proven from the way the student answers with a delay of almost 7 seconds before answering. This means that Steve was planning and constructing his answers during this time but no real evidence shows what he was doing. Ideally, the sequence shows some evidence of self-correcting where Steve corrects from ‘looks like’ to ‘look like’ proving instability of the sequence learning. With the notation of the teacher, one can attribute the fact that the student understood the instructions for constructing a sentence. This shows some evidence of understanding, possible towards learning, but no concrete evidence of learning. (1) K-TR14:641 T-Barry: So:; Ste:ve¿ S6-Steve: Yes; T-Barry: Make a sentence up using Erin’s ide:a. (1.4) T-Barry: using one uh thuh sen:tence structure we learned. (3.3) S6-Steve: °u:::h;° (1.2) Erin was: shocked uh as if she:: (0.4) ix:perienced-u; (0.3) u:h- duh coolture shock-h. (0.2) T-Barry: U::hm; (0.9) no (not- really:; (.) ah: (sorry; (0.3) Identify first pairs parts, second pair parts, base adjacency pairs (BAPS) and any expansions of those BAPs Sequence structure First pairs parts Ste:ve¿ Make a sentence up using Erin’s ide:a Second pairs parts Yes; u:::h;° (1.2) Erin was: shocked uh as if she:: (0.4) ix:perienced-u; (0.3) u:h- duh coolture shock-h. Base adjacency pairs So:; Ste:ve¿ Yes; Describe the sequence as an example of classroom interaction The above shows a description of previously learnt sequence as indicated by the teacher. Accordingly, the teacher asks Steve to make a sentence using Erin’s idea meaning that Erin had raised the idea early enough. From the first response, Steve responds promptly with courage. However, after the teacher poses a question that Steve should answer, he hesitates for 1.4 seconds but the teacher makes a clarification over the same. He tries to remind Steve on the structure that they learnt in the previous classes. In line 8, Steve hesitates for 3.3 seconds before trying to construct a sentence. However, the sentence has some breaks like u::::::h (break) Erin was: shocked……she :::(break) ix:perienced … this shows that Steve is not fluent with the language. Even the spelling of some words like coolture, does not clearly identify the pronunciation required by the English language. In line 12, the teacher dismisses the sentence given by Steve meaning that he did not state the correct statement. Consider any potential learning in the sequence, based on evidence from the data The above case lacks evidence of actual learning in sequence. However, some evidence on struggle with the answer exists. The delay is not long but an evidence of lack of understanding is shown. The teacher tries to ask Steve a question but he seems not to remember, until a wrong answer is given. The first interaction where the teacher called Steve, he answered with confidence, a proof to show that he has some confidence in speaking. However, after posing the question, Steve seems not to understand the question well. With the notation of the teacher at the end of the conversation ‘no, not really, sorry’ shows lack of understanding. This shows no evidence of understanding as the learning process proceeds. (2) A-TR3:131 T: >Whad’re you doing. (0.8) S1: ˘E::uh;˘teevee<¿ (0.3) T: >Very ^good¿ S1: Yeh¿ (0.3) T: Good-teevee<¿ >Very ^good¿ wa:tching: (1.7) °°soccehhhr Base adjacency pairs >Whad’re you doing…….::uh;˘teevee<¿ Good-