Teaching and Learning Academic Discourse Sangrawee Chaopricha

Philosophy  L. Vygotsky’s Learning Theory  M. Bahktin’s Discourse Community  M. Nystrand’s Construction of Knowledge

L. Vygotsky’s Learning Theory  Social and cultural aspects  Zone of proximal Development  Situated Learning and Scaffolding  Language and dialogues  Spontaneous and Scientific Concepts

M. Bahktin’s Discourse Community  Discourse community  Academic Discourse  Stratification with multivoicedness  Interactions are intertextual

Academic Discourse  Socio-dialectological principle.  Socially and culturally contingent, dynamic  Specific conceptualization and intentional dimensions.  Linguistic components and situation.

Genre Knowledge  Everyday genre  Secondary genre

Generic Stratification  Everyday Genre  Genre is a horizon of expectations brought to bear on a certain class of text types. It includes features of language (linguistic and rhetorical conventions) that knit together with specific points of view, approaches, forms of thinking, nuances and accents characteristic of the given genre, e.g.,oratorical, publicistic, jounalistic genres.

Professional Stratification  Secondary genre  The language of the lawyer, the doctor, the public education teacher, etc.  These sometimes coincide with and sometimes depart from the stratification into genres.  They involve different terms, specific forms for manifesting intentions, forms for making conceptualization and evaluation concrete.

Dialogue  It is a verbal process between two different people or between an earlier and a later self.  Intertextuality  The word is half someone else’s.

Nystrand’s the Construction of Knowledge  The Theory of Reciprocity  The Contruction of knowledge is cognitive, contructive and communicative processes.  Readers read on the premise of writers and writers write on the premise of readers.  Semantic potentialities

The Theory of Reciprocity  The theory of reciprocity governs how people share and exchange knowledge when they communicate, and how they choose to present it in discourse.  The fundamental motive for discourse production is assuring reciprocity between writer and reader/ speaker and listener.

Reciprocity  Elaboration (abbreviation and deletion) is(are) a communicative option(s) and strategy(ies) to maintain the terms of reciprocity.  When elaboration, abbreviation or deletion at the levels of genre, topic, and comment is sufficient, writers leave readers with no uncertainty about the meaning of the communication.

Pedagogy  Academic discourse should be taught through apprenticeship format, dialogue and a socially situated problem solving process  Teachers need to first analyze, identify, and explicitly teach students the academic conventions and ways of thinking process required in different discourse communities.

Pedagogical Strategies  Initiation-modeling, exploring, negotiating, meaning making, reading-to-write  Enculturation- creating social milieu/tasks Dialogicality-collaborating, interacting, problem solving  Expert-novice- scaffolding, coaching,

Pedagogical Strategies  Tasks-require student’s construction of meaning and knowledge.  Empowerment- constructing a new representation of ideas and issues that makes new sense, positioning their work with authority within it, fading

Research Methods  Conference Protocols  Stimulated Recall Interviews  Discourse Analysis

Further Studies  Demystification of certain concepts  Practices of certain pedagogical strategies in a classroom setting.

Teaching and Learning Academic Discourse Teaching and learning academic discourse is a process of active cognitive reorganization and a process of enculturation into an academic community.