The Relationship between Discourse Analysis and Classroom Discussions - Literature review Example

Dis Analysis and room Discussions Dis Analysis and room Discussions The Relationship between Discourse Analysis and Classroom Discussions In a typical classroom setting, there are two modes of sharing information; oral and written communication. According to Christie (2005), the information is transmitted from the teacher to the student, student to the teacher and student-to-student. Since the earliest recognition of the concept of education, much research had been conducted to investigate the most effective means of encouraging healthy and meaningful classroom discussion. Cazden (2011) points out that discourse analysis-closely looks at oral and written language and the context in which it is used- plays a huge part in the development of classroom discussions. Striklin (2011) observes that many teachers use the traditional classroom setting to deliver their lessons. He further opines that that it is the teachers to ask questions, students respond, and then the teacher evaluates the answer provided to determine whether it is right or wrong. However, discourse analysis breaks away from this system to introduce the non-traditional lessons. This discourse focuses on collaborative reasoning, often promoted through classroom discussions. Buchanan (2011) perceptively says that the students become the leaders of their own learning, effectively creating a forum for them to listen to one another as they learn to engage in reasoned argumentation. It is the opinion of William (2010) that reciprocal teaching begins as a conversation among the students and the teacher, but the latter being the leaders in the argument. He continues to explain by stating that students do structure and direct their own questions to peers and the teacher in the group discussions. In this setting, William (2010) explains that the student takes up the role of the teacher; the teacher becomes the student; hence the term “Reciprocal Teaching”. Reciprocal Teaching lays emphasis on four strategies of comprehension; predicting, questioning, clarifying and summarizing. In consequence, classroom discussions are because of the “discourse” that aims to convert the manner in which educational information is transmitted to the students and teachers in a classroom setting (Hyland & Paltridge, 2011). Classroom discussions help students establish healthy relationships with classmates as they indulge in different discussions. In some classroom discussions, students take opposing sides in order to convince their opponents. Students face the compulsion of understanding the subject or topic of discussion and develop logical arguments that fit the debate model. Logical arguments must be accompanied by evidence or a rational explanation (Jones, 2012). Therefore, students indulging in classroom discussions develop outstanding skills of interpreting different texts and providing evidence in order to determine arguments or answers that are correct. Research has highlighted that classroom discussions have the capacity to empower students because they gain a measure of confidence and authority when expressing their ideas before the classroom. Such students can air their opinions before the class and develop logical arguments based on their additional readings and not limited to what the teacher covered in classroom content (Hyland & Paltridge, 2011). Classroom discussions have the potential to promote personal growth. Students engaging in classroom debates or discussions express their views and listen to different perspectives from other students. Such exposure to new ideas serves to promote a deeper understanding of different subjects. In addition, discourse analysis that focuses on classroom discussions serves to increase the critical thinking skills of students. Notably, modern classrooms should promote critical thinking, which is important in triggering different intellectual capabilities (Jones, 2012). Failure to indulge in classroom discussions limits learners to relying entirely on the teacher. However, researchers have revealed that students are more likely to retain new knowledge obtained through collaborative reasoning (Hyland & Paltridge, 2011). Collaborative reasoning, which takes place during classroom discussions, has the potential to expand the thinking capacities of students imparting them with new skills and knowledge. Benefits of Understanding Discourse Analysis and Providing Rigorous Opportunity for Classroom Discussion Understanding discourse analysis has indeed reduced the reliance of students on teachers for propositions on the directions of the course (Christie, 2005). Discourse analysis gives the learner an opportunity to interpret texts. In addition, as Christie highlights, it facilitates the production of meaningful texts. In this setting, the teacher acts merely as a facilitator, while the students conduct their own discussion, resulting in an all-inclusive classroom discussion. Discourse has led to Reciprocal Teaching. Cheng (2009) draws attention to the fact that discourse analysis has led to the creation of a platform where teachers and students can share relevant educational information openly. Ultimately, this has created the opportunity for meaningful and more efficient classroom discussions (Englert, 1994). Therefore, discourse analysis has led to the improvement in the process of learning. Englert (1994) further argues that discourse analysis can be defined as the supra-segmental language use and facilitate the use of lexical and syntactic form in communication, as well as in classroom discussions. In classroom discussions, students air their views, and the teacher pays attention (Cazden, 2001). Generally, this brings out the element of respect in the students because their views and voices matter (Anderson et. al, 2003). Therefore, as Buchanan (2011) indicates, discourse helps quite a good number of students openly share their thoughts and knowledge. This is better than the traditional “teacher dictate the information” approach. As a consequent of peers sharing information, classroom discussions have provided students the opportunity to form meaningful relationships with their classmates (Hyland & Paltridge, 2011). In addition, when students participate in an open classroom discussion, they are obliged to adapt or learn to participate in meaningful and healthy mental arguments that need reasoning to defend their answers. Classroom discussions also help the students develop higher mental abilities with respect to reasoning and decision-making (Anderson et al., 2003). The students listen to the ideas of other students, analyze, and draw conclusions based on their “reasoning”. Consequently, the students develop higher mental capabilities by means of classroom discussions. This is better known as collaborative reasoning (Cheng, 2009). Thus, discourse analysis exposes the myriad sources of knowledge and reasoning techniques when having a group discussion. Traditional and Nontraditional Lessons Traditional teaching is a widely used method in classrooms. It is structured into three distinct sections; the teacher directs a question to the class, a student responds by giving an answer and then the teacher comments or expands based on the answer given. This form of exchange is known as the IRE (inquire, response, evaluation) or the IRF (inquire, respond, feedback). As Christie (2005) expounds, many teachers structure their lessons with specific pre-determined questions and look for tailored answers from the students. The teacher does not take into consideration the fact that the students in the same classroom are necessarily not of the same intelligence levels. Thus, the students of low mental capabilities are disadvantaged because the teacher concentrates on the right answer and not reasoning out (Stricklin, 2011). Within the traditional classroom setting, the roles of the teacher and students are clearly outlined because of who is asking the questions, the party responding and most importantly who is validating the response given. In a non-traditional lesson, the roles of the teachers and students are not elucidated. It is the opinion of Englert (1994) that students and not the teacher determine the objectives of the lesson in the non-traditional setting. As Buchanan (2011) observes, the teacher takes the role of the student, and the student takes the role of the teacher. Non-traditionally, a teacher invites a student to the front of the class where the student airs openly his views on a subject, depending on his reasoning. After presenting a narrative, peers in the same class respond to the queries of the narrative as presented by the student (Cheng, 2009). The views are shared in this open discussion, and the teacher periodically intervenes just to clear on some facts relating to the topic of discussion, and not direct the discussion. In this way, students get to expand their thinking boundaries (Buchanan, 2011). The Methods I use in Classroom to Promote Classroom Discussion I am a teacher who strongly advocates attainment of the highest possible level of mental functions in terms of reasoning and making decisions. Because of this, I provide my students with the avenues through which they can engage themselves in a classroom discussion. First of all, I allocate some time for every student to take up my seat at the front of the class and provide a narrative in relation to the subject of discussion. To add to this, I have divided my class into groups of five. I have grouped my students according to how I have academically classified them so that the fewer brilliant ones can benefit from being in the same group of the brighter students. Through classroom discussions, I can share different perspectives on an issue; clearly arguing using facts, evidence, and proof. I have a double lesson every Friday, during which I give my students an opportunity to participate in debates. Debates are very crucial in the process of learning because students are pro-actively reasoning to defend their propositions. My role in these debates is to oversee how the debate is conducted, and not to give instructions on how and what should be said. I also conduct impromptu presentations where I fold tiny papers with subject matters written in them. A student goes to the front of the class, picks a paper and presents the topic of the paper. This has also provided an opportunity for my students to participate in classroom discussions. References Anderson, R.C., Archodidou, A., Clark, A., Kim, I, Kuo, L., & Nguyen-Jahiel, K. (2003). Collaborative reasoning: Expanding ways for children to talk and think in school. Educational Psychology Review, 15(2), 181-198. doi:10.1023/A:1023429215151. Buchanan, L. (2011). Discussion in the elementary classroom: How and why some teachers use discussion. The Georgia Social Studies Journal, 1(1), 19-31. Cazden, Courtney B. (2001) Classroom Discourse: The Language of Teaching and Learning. Portsmouth, NH: Heinemann. Chen, G. (2009). How “collaborative reasoning” could be the next public school trend. Public School Review. Retrieved from http://www.publicschoolreview.com/articles/148 Christie, F. (2005). Classroom Discourse Analysis: A Functional Perspective. London: Bloomsbury Publishing. Hyland, K., & Paltridge, B. (2011). Continuum companion to discourse analysis. London: Continuum. Jones, R. H. (2012). Discourse analysis: A resource book for students. Milton Park, Abingdon, Oxon: Routledge. McCarthy, Michael (1991) Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. Stricklin, Kelley (2011) Hands-On Reciprocal Teaching, A Comprehension Technique. The Reading Teacher, 64(8), pp. 620-625 DOI:10.1598/RT.64.8.8. Williams, Joan A. (2010) Taking on the Role of the Questioner: Revisiting Reciprocal Teaching. The Reading Teacher, 64(4), pp. 278-281 DOI: 10.1598/RT.64.4.6. Read More