ERIC Number: ED223081
Record Type: RIE
Publication Date: 1982
Ethnic Styles in Classroom Discourse.
Sato, Charlene J.
The relationship between ethnicity and patterns of student classroom participation was investigated in two university English as second language classrooms. Data were collected through videotaping, audiotaping, and observation of three 50-minute teacher-directed class discussions centering on language exercises. The students were categorized as Asian and non-Asian. One class was taught by a Caucasian and the other by a Japanese American. Interactions were coded in terms of teacher-to-class solicitations, teacher-to-individual solicitations, responses, waiting time for responses, student initiated participation, and teacher feedback for student initiated participation. It was found that Asian students took significantly fewer speaking turns than did non-Asian students. Asian students always responded to individually-directed teacher solicitations but did not take initiative in class discussions. Thus, their participation was largely dependent on teacher solicitation, which was found to be unevenly distributed in favor of non-Asian students. Learners' perceptions of teachers' speaking rights may play a role in these findings. It is suggested that teachers provide explicit guidelines for the conduct of classroom discourse. (RW)
Descriptors: Classroom Communication, College Students, Cultural Differences, Discourse Analysis, English (Second Language), Higher Education, Second Language Instruction, Student Participation, Student Teacher Relationship, Teacher Behavior
Not available separately; see FL 013 281.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of Teachers of English to Speakers of Other Languages (15th, Detroit, MI, March 3-8, 1981). In: On TESOL '81.