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ERIC Number: ED305354
Record Type: RIE
Publication Date: 1989-Mar
Pages: 25
Abstractor: N/A
Reference Count: N/A
Questioning in Classrooms: A Sociolinguistic Perspective.
Carlsen, William S.
This paper reviews some of the findings of research on classroom questions, and considers ways in which sociolinguistic theory may help resolve some questions it leaves unanswered. The paper is divided into three sections, which correspond to three features of questions. The three features are the "context" of questions, the "content" of questions, and the "responses and reactions" that teachers and students have to questions. The goal is to demonstrate that research on questions must minimally consider these three features, and identify ways of describing each of the features. Each of the three sections of the paper is divided into two parts, which discuss process-product and sociolinguistic research separately. The division enables keeping the assumptions and world-views of the paradigms distinct. Although the two paradigms concern themselves with different problems, they can inform each other. Sociolinguistics can suggest some of the facets of discourse that a process-product student should consider. Sociolinguists of education should consider the lessons of process-product research as well. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).