Classroom Discourse Analysis

Classroom Discourse Analysis Classroom Teacher Children What Characteristic patterns of classroom discourse are apparent in the passage below? Context: This discourse takes place in a first-grade classroom in the USA, where the children are approximately 6 years old. The teacher has been reading from a book on hurricanes and tornados. 1. Manuel: Uh, if tornados go to the Antarctica, what the penguin gonna do? 2. Teacher: Oh, you know what*†¦ 3. Male Child: They could go under water. 4. Teacher: Could they go under water? What kind of protection could a penguin have? 5. Bernardo: If there’s enemies // if there’s enemies, how could a penguin go underneath the water if there’s enemies? 6. Teacher: Oh, he wouldn’t want to go underneath the water would he? Well, who’s his enemy? 7. Children: The seal. 8. Teacher: The seals, yeah. Good thinking, questioner, yeah. 9. Children: [several students speaking at once] 10. Teacher: Alright, Manuel had his hand up first. He asked a really important question. He said, ‘well, what can a penguin do if he knows that a tornado is coming’? Wasn’t that your question? 11. Bernardo: No, that was mine. 12. Teacher: Well, together you were kind of talking about it. Now listen. That’s a really good question. Now let’s try to the question†¦ 13. Teacher: Now, I’m going to go over and get a book. In fact†¦ Alejandro, no, Manuel, you go over and get the Emperor penguin book. The one from National Geographic on the table over there. (Adapted from the Shuart-Faris and Bloome, 2004, p. 106). From their beginnings children grow up learning language. This complex learning process is often taken for granted, as babies absorb and begin responding to the language which surrounds them. Bancroft (2007) suggests that these early language developments take place primarily between the dyad, in other words the child and his/her main caregiver (p.14). As children get older they become exposed to, and learn from, a much wider group of people and this helps to develop their ability to use language effectively. While the development of language skills is an on-going process, the children in the example of classroom discourse above have clearly already developed many of the skills essential in spoken language. These children can conform to the basic rules of conversation, such as turn taking and responding to prompts, recognising the teacher as being the initiator and themselves as respondents. They have also already developed enough comprehension of vocabulary to be able to participate in the discourse and have enough language knowledge to behave appropriately within the context of a classroom discussion. At approximately six years of age, these children appear to have already developed some of the skills which Crystal (1995) identified as essential acquisitions for young language learners; an extensive vocabulary, with words such as ‘enemies’ and ‘underneath’ along with comprehension of words such as ‘protection’, and knowledge and use of grammatical structure, such as the sentence formation shown in lines one, three, five and eleven (cited in Bancroft, 2007, p. 5). This discourse, according to Crystal’s (1995) theory, is a reasonably representative example, as he claims that at least three quarters of all grammar is understood by most children by the time they first attend school (cited in Bancroft, 2007, p.5). Sinclair and Coulthard (1975) were the first linguists to describe the structural element of classroom talk, otherwise known as Initiation-Response-Feedback exchange or IRF (cited in Mercer, 2007, p.122). Mercer (2007) explains that IRF exchanges between teacher and pupil are considered to be standard interaction, with the teacher asking questions and the pupil(s) responding (p.122). As a result of their research, Wills (1983) and Edwards (1992) concluded that children quickly become familiar with the use of IRF within the structure of classroom discourse, and will automatically begin to participate in it (cited in Mercer, 2007, p.124). In the transcript above we can see clear examples of IRF; in both lines 4 and 6 the teacher asks direct questions to their pupils. In the first IRF exchange the teacher asks two questions and while the first was a closed question which could be answered by one ‘correct’ answer, by following it immediately with an open question, it would s eem that the teacher was attempting to make the children consider the subject before prompting a discussion. In the second IRF exchange, seen on line 6, the teacher again asks two questions at once, these however are both quite closed questions which indeed are followed by all of the children answering together with the correct answer of ‘the seal’. The most common form of IRF, consisting of closed questions being asked, has received criticism from educational researchers such as Dillon (1988) and Wood (1992) who feel that little opportunity is given for pupils to develop their ability to reason, argue and explain using language (cited in Mercer, 2007, p.123). Mercer (2007) however argues that, by including open questions in these exchanges, IRF can be used positively to shape pupils awareness and help them gain deeper understanding. He concludes that, while he accepts criticisms of IRF, caution must be taken in simply associating language structures, or verbs used in questions, with language functions, the act of asking a question, as what is ultimately more revealing is looking at the context in which these exchanges occur (p.124). A good example of this is a recording on the U211 DVD (2007) of a teacher speaking to secondary school students about a project they were participating in. As we are able to hear this discourse we c an assess the use of tone, intonation and stress patterns, along with the language structure and language function to give a much clearer idea as to the effectiveness of IRF. Throughout this IRF exchange the teacher is encouraging the students to share, and expand on, information about their project, using open questions along with informal, supportive and friendly intonation (Unit 20). Without the ability to hear the classroom discourse exchange in our question, we should acknowledge that we can only make limited judgements as to the mode of IRF used. One aspect of classroom discourse which is not present in our example is that of specialised technical terms. Children in education will inevitably encounter these terms, as Mercer (2007) explains, which come from specific vocabularies of the different subjects within their curriculum. The fact that technical terms are lacking from our example could be due to the age of the children, as pupils will progressively become exposed to, and begin to use, these terms as they go through their education. Mercer notes that the use of this language can be confusing for pupils and easily misinterpreted, with children reliant upon the teachers skill in helping to learn and understand them (p.127). In our discourse example a teacher is present and is initiating, shaping and controlling the conversation. Mercer (2007) however comments on how school based language interaction between teachers and pupils differs greatly to that between pupils only. He suggests that pupils working in groups or pairs without the presence of a teacher tend to make extended contributions to the conversation, are more willing to share knowledge, offer explanations and express uncertainty, probably due to their shared status (p.131). Teachers undoubtedly play an important role in the education of children, however we should consider whether more pupils in our example would have shared their knowledge if they had been discussing the topic without the teachers presence. We can see on lines 7 and 9 more than one child talking at once, firstly to provide an answer to a closed question and secondly in inaudible speech, but besides these there are only two children who offer answers in this, admittedly small section, of discourse. While researching the topic of classroom discourse, Halliday (1985) stressed the importance of a child’s understanding and use of the distinctive register of written English (cited in Mercer, 2007, p.139). Halliday’s theory of functional linguistics was the basis of the development of the genre approach, which recognised that language needed to be used in different ways dependent upon the context or medium for which it was being used (Maybin, cited in Mercer, 2007, p.140). In other words, as Mercer (2007) explains, children need to learn education ground rules, or conventions, in order to recognise and utilize language effectively (p.138). These ground rules include learning specialised words, patterns of classroom interactions and the differences between spoken language and written texts (DVD, Unit 20). Mercer (2007) also acknowledges that rather than these ground rules being directly taught, children will learn them through their teacher’s example and feedback (p.139). In our example we have no written comparison for the transcribed spoken language, and it is therefore difficult to assess just how different the language would be if the children had been writing about tornados rather than discussing them. Maybin (1994) suggests that ‘written genres tend to be more condensed and abstract’ (cited in Mercer, 2007, p.139). In line 5 of our example we can see an example of this, with Bernardo possibly speaking while still determining what it is that he wants to say. Had he been asked to write his question, we would be unlikely to see any evidence of the false start or repetition of the words ‘if there’s enemies’ which we see in his speech, as the ground rules of written language require the thought process to be completed prior to writing. One of the most important points about our example, as mentioned earlier, is with only a written transcript of the conversation it is difficult to be able to fully analyse the discourse. Intonation, rate of speech and facial expressions, also known as paralinguistic features, play an important role in spoken language (Mayor, 2007, p.71), and without knowledge of this we cannot be sure of the rapport between the teacher and their students. We can see clear evidence of IRF in our example, but what we cannot gauge is the extent to which the teacher was engaging and encouraging the pupils. What is clear is that the complete process of learning is extensive, with children developing unspoken rules of language alongside the curriculum. Learning, by example and through the feedback, the ground rules of language – the construction of different forms of language, specialised technical terms and discourse patterns – is just as important as learning specific set information, as wi thout it children would grow up unable to communicate effectively. REFERENCES (2007) ‘English as a classroom language’in Resource and Reference Materials 1, The Open University, p.25 – 30. An A-Z of English, U211, DVD 2. Bancroft, D., with contributions from Gillen, J., (2007) ‘English as a first language’, N. Mercer, J. Swann and B. Mayor, Using English, London, Routledge/The Open University, p.5 36. Mayor, B., (2007) ‘English in the repertoire’, N. Mercer, J. Swann and B. Mayor, Using English, London, Routledge/The Open University, p.43 72. Mercer, N., with contributions from Barnes, D., (2007) ‘English as a classroom language’, N. Mercer, J. Swann and B. Mayor, Using English, London, Routledge/The Open University, p.117 – 142.

Identity Theft :: Journalistic Essays

Identity Theft Everyone loves shopping online, you save time, not exactly money, but who cares when its holiday time, at least you won’t need to fight for a parking spot in the hectic malls. Growing up in America’s technological day and age, almost everyone has a computer or at least knows how to operate one. People like the easy way out, and it has its benefits. Year by year, things seem to get easier and easier. Therefore, people are getting lazier. Well, I say, goodbye â€Å"laziness†, and hello â€Å"being aware of where you place those important documents†. There’s very little you can do to prevent it, and you won’t know it’s happened to you until it’s too late. Identity theft is currently the fastest growing type of robbery in the United States. When a person steals someone’s identification documents without them knowing, and uses their information, the crime is called â€Å"Identity Theft†. â€Å"About one in five victims knows the identity thief as a relative, roommate, neighbor, or coworker, according to the FTC ID Theft Data Clearinghouse report, says reporter Isham Jones for Realtor Magazine Online. There are two main types of identity fraud that enables people to steal your identity. They are financial fraud, being the most widespread including credit card, bank, telecommunications, tax refund, and several other types of scams. Criminal activity is the other type fraud that involves taking someone’s identity and using it to commit heinous crimes. â€Å"Identity theft accounted for 42 percent of the thousands of consumer complaints reported to the FTC in 2001. The FTC processes these complaints through Consumer Sentinel, an electronic clearinghouse available to investigative groups such as the FBI and the U.S. Secret Service as well as to similar groups in other countries†, reports Waterline reporter Carole W. Butler. There are many laws that lash out against identity theft and help protect you against it, but it doesn’t seem like its scaring any of the criminals. ID theft is still the number one crime in America!!! Identity theft can happen to anyone, and to avoid being put in a situation like this one you have to review your Credit report at least once a year. Purchase a shredder to shred all documents with personal information before throwing them away. Be responsible over every bank statement, and keep them under close watch. Don’t send mail using your unsecured mailbox. Have your social security number changed if it is the same as your driver’s license number.

College Student Stress Coping Essay

College students facing academic, social, and other stresses such as finances and how to cope with them. The most common stress most college students face is the stress from the work load that is common in a higher education system. This is the major challenge, and you will be facing without the close guidance you may have previously enjoyed from a teacher or parent; Social stress seems to be more prominent with underclassmen leaving home and there support structure from home but can affect any college student. Most students find that the number one cause of stress for them is financially trying to juggle a full load, and work full time to support yourself and for other students pay for school. Academic stress seems to be what cause the biggest problem for most students. There are some things you can do if you would like to lower your stress level and make student life better. First thing you should do is get the right information from the very beginning. How many lectures, seminars or laboratory sessions are you supposed to be attending? With your assignments make sure you know exactly what you are being asked to do? How many words you’re expected to write and what the deadline is for handing it in. Also try to set up your own space for academic’s to make it easier to focus and concentrate, if you have a noisy roommate try to find a place in the library or even a local coffee shop to frequent. These suggestions will help lower your academics stress which will make life easier for the college student. Social stress for college students is something else that is very common especially in new college students. Most social stress comes from trying to fit it or even trying to create a new social network because in most case’s this is the first time away from home and away from your entire support structure and comfort zone. With social stress one of the most important things to remember is to try and stay involved in different activities at school and get involved with different organizations on campus to meet new people. When getting involved with the organization’s on campus you’ll meet new friends and become more socially outgoing which will help greatly with social stress. Reducing the amount of social stress in college students, will lead to a more enjoyable and positive experience. Financial stress tends to be tohe root of most students problems whether it’s from overspending, lack of proper guidance, peer pressure, inexperience or many other factors. As a result just about everyone is bogged down with large debts increasing day by day. As students many have tried different things to cut down expense but still no luck. There are many ways to help lift the financial stress for college students like taking federal or private loans, grants and scholarships, and working during the summer vacation. By taking federal or private loans you get to choose the best one that is suitable for your need, if you decide to go for a private one then do enough research to make sure you’re not at a loss and end up paying more instead of benefitting from it. Grants and scholarships are another great ideas because these will help lift the burden of some financial stress. When applying for grants and scholarships keep in mind these are offered free by federal organizations for the benefit of students. Make sure to take advantage of the situation but you have to prove worthy for these aids. Getting summer jobs will also help lift some of that financial stress because you can do it in your off time and not stress with studying or school work but catch up and save some money! The best ways for college students to cope with the stress of being away from home, social stress, and financial stress. Academic stress seems to be one of the most common among students. Most college students find that the added freedom of being away from the structure at home and the more difficult classes to be extremely stressful. Just remember try and create your own space for studying with a desk and a quiet place, if you have a noisy roommate find a nice place in the library or a nice local coffee shop to visit. Social stress also seems to be a major problem with college students. Trying to fit in and make new friends after leaving there comfort zone and support structure can be difficult. When starting at college try and get involved in activities to get you out and have a good time. Another great thing to do is get into some organizations to help meet new people and even become more outgoing to make the college experience more fun and less stress. Financial stress seems to be the biggest burden for college students trying to survive on your own and worrying about how you will pay for  school. Remember federal and private loans are a great way to lift stress off you but just do your research and find the one that will work best for your needs. Grants and scholarships are the best thing for most students because they are offered for free from federal organizations but you must prove yourself for these aids Summer jobs are great for students who want to make a little extra cash on the side and lift the stress and worry of college off their mind. B y following some of these tips you are sure to reduce some stress in your everyday college life.

Domestic Violence in India - 2037 Words

â€Å"Holding dreams within her soul Tattered wings, on which she’d once so flown Battered life, it had come and gone Come now, Rescue her self, so lone Lift her up on her rightful throne She need not shed those tears anymore Make a heaven her own home It’s her claim Hers to have earned.† DOMESTIC VIOLENCE A country whose national personification lies in that of the Mother Goddess ‘Bharat Mata’, whose citizens chant ‘Jai Mata Di’ with more vehemence than dancing on their own weddings, it is more than impossible to envision the horrific state of the women of this country. Marriage for an Indian woman is not just the love and bonding with her husband it is about building strong bonds with every member of her husband’s family, when an Indian†¦show more content†¦Alcoholic husbands in India beat their wives for multiple reasons, for demanding their wives to provide them with money to drink from the meager and inadequate funds that they have to spend on their families, for stopping their wives from nagging them for drinking too much and influencing the children wrongly. Social Norms in Beating Indian society is a highly patriarchal society and has always given men more rights over women. In such situations the woman begins to feel helpless and her life meaningless, this instigates the husband to feel more powerful and dominant. Moreover economically backward and illiterate families have the problems of bad relationships between the mother-in-law and daughter-in-law, where the husband siding with his mother, finds it right to hit his wife to teach her a lesson. Reaction of Women to Domestic Violence a) Passively A passive woman says nothing and allows the abuse to continue. She becomes the abuser’s enabler. She grows weaker and allows the abuser to grow stronger. Her passivity prolongs the loss of her own honor and dignity, and encourages the abuse to continue. b) Aggressively An abused woman has every right to be angry at her husband, but far too often, her righteous anger deteriorates into a sinful rage that seeks revenge. 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