Hardy, Ilonca Meschede, Nicola Mannel, Susanne
Published in
Frontiers in Education
Adaptive teaching is considered fundamental to teaching quality and student learning. It describes teachers’ practices of adjusting their instruction to students’ diverse needs and levels of understanding. Adaptive teaching on a micro level has also been labeled as contingent support and has been shown to be effective in one-to-one and small-group ...
Brocos, Pablo Jiménez-Aleixandre, María Pilar Baker, Michael J.
Published in
Frontiers in Psychology
Argumentation is a social practice that can lead to epistemic outcomes, that is, to the construction of knowledge. Recent research in collaborative learning has pointed out the significance of affective and motivational aspects, as well as the influence of socio-relational concerns, which have been found to frequently take priority over epistemic o...
Hou, Yanfang Zhang, Jun
Published in
Frontiers in Psychology
Meng, Ling Yi, Li Li, Tian
Published in
Frontiers in Psychology
Using Bakhtin's notion of polyphony, this study explored the discussion of the end-of-life issues in the Course on Life and Death Education in one Chinese university. Ethnographic methods were adopted to investigate the collision between the classroom voices and the voices of the mainstream culture on end-of-life in the process of developing studen...
Krause, Arne Wagner, Jonas Redder, Angelika Prediger, Susanne
Published in
European Journal of Applied Linguistics
New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usu...
Sun, Hala
This qualitative study examines how multilingual children and multilingual teachers in Korean-English and Spanish-English two-way immersion programs utilize their linguistic, semiotics, and cultural resources to communicate, interact, and make meaning of the world. I build on previous studies on “translanguaging” (García, 2009) and “hybrid language...
Vu, Mai Trang Pham, Thi Thanh Thuy
Gender contents, textual or visual, in instructional materials can be considered as a hidden curriculum, and may either hinder or advance equality. How teachers interpret and respond to this hidden curriculum in their classroom discourse, however, can play a crucial role in creating positive change. This research seeks to understand how teachers wo...
Walldén, Robert
This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis...
Downes, Lynn Kettle, Margaret O'Brien, Peter C. Tait, Gordon
The prevalence of swearing and the varied approaches to its acceptability in society are reflected in student usage of swearing and institutional responses at schools. Data suggest that student suspension on the grounds of verbal misconduct is increasing in schools. The study reported here was undertaken in Queensland, Australia and reveals teacher...
Hellman, Sara
The present study analyses turn-taking in spoken discourse in seminar settings of higher education. The aim of the study is two-fold, (i) to explore how teachers organize their classroom discourse in terms of turn-taking structure, discursive organization and the subject positions of teachers and students and (ii) to further explore how power asymm...
