By: Lina Pamela Añazco Tania O. Contreras Flavia Romero Written by Carolyn Temple Adger 1

1.Linguistic practices in schools 2.Topics of discourse analysis in school settings a)Classroom Interaction as cultural practice b)Classroom discourse and literacy development c)Discourse study of second language development d)Classroom discourse as learning e)School as a venue for talk 3.Application of discourse studies to education 2

Shuy and Griffin (1981) noted that what they do in schools on any day is talk. This chapter offers a selective overview of: Principal analytic constructs that have been employed in describing classroom interaction Some of the topics of discourse study in educational settings. 3

Discrete chunks of language Communication as a whole 4

The teacher has just completed instructions for a speaking activity to a first grade class - Teacher: Who can tell Pamela what she has to do? - Flavia: I know. - Teacher: Flavia? - Flavia: Um... you have to talk about your daily routine with your partner 5

O’Connor and Michaels (1996) presented a notion of participant framework 6

According to Erickson (1996) classroom conversation is: 7

II. Topics of discourse analysis in school settings a) Classroom Interaction as cultural practice. b) Classroom discourse and literacy development. c) Discourse study of second language development d) Classroom discourse as learning e) School as a venue for talk 8

Discourse analysis in school settings Discourse Analysis in School settings Focused on the processes of :  Literacy development  Second language acquisition  The nature of cognitive development in social space. Focused on the processes of :  Literacy development  Second language acquisition  The nature of cognitive development in social space. 9

a. Classroom Interaction as Cultural practice Discourse analysis has contributed to locating educational failure of children from certain groups within classroom practices through ethnographic studies. 10

b. Classroom discourse and literacy development Sociocultural studies are concerned with the ways in which students develop literacy and explaining the contrast between school and community for literacy success. 11

c. Discourse study of second language development Discourse is used as an analytic method for researchers in L2 because of what it can show about the acquisition process and suggests about the L2 pedagogy. 12

d. Classroom discourse as learning Discourse has played a significant role in testing and extending the socio-cognitive theory. 13

e. School as a venue for talk School is a site for social interaction that is not merely academic. It presents an opportunity for innovation in the repertoire, which is different from home or neighborhood 14

III. Application of discourse studies to education 15 Research What happens in the classroom when or where teaching succeeds or fails Kamehameha work Is needed to determine For example

Researchers based their work on five principles:  Facilitate learning through joint productive activity  Develop competence language and literacy  Contextualize teaching and curriculum  Challenge students toward cognitive complexity  Engage students through dialog 16

Conclusion This chapter touches on:  Some methodological advances and topical interests within the corpus of discourse analysis in education settings.  Discourse analysis and other qualitative methods are not widely accepted even within the educational establishment. 17

Adger, C. T. (2003). Discourse in Educational Settings. En D. Schiffrin, D. Tannen, & H. Hamilton, The Handbook of Discourse Analysis (págs ). Wiley-Blackwell. 18

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