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ERIC Number: EJ1136410
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
Reference Count: 32
Socializing Intellectual Talk: A Case Study of Instructor Follow-Up Statements in Classroom Discourse
Parsons, Caroline S.
Journal of the Scholarship of Teaching and Learning, v17 n1 p63-77 Feb 2017
By analyzing the audio recording and transcription of classroom discourse, this case study focused on the ways in which the instructor used follow-up statements to socialize students into intellectual talk. Four relevant categories of follow-up statements emerged: (a) revoicing, (b) contextualization, (c) parallel elaboration, and (d) assistive elaboration. These follow-up statements elevated students' ability to articulate their ideas, restated or contextualized their ideas, and guided them to ground their utterances in the course readings and materials. Another conclusion drawn from the findings is that students clearly became enmeshed in the program's community and were able to demonstrate this membership through their use of intellectual talk in the classroom. Suggestions for future research are provided. Practical recommendations for facilitating active and engaging classroom discourse are provided.
Descriptors: Undergraduate Students, Classroom Communication, Socialization, Discourse Analysis, Teaching Methods, Feedback (Response), Dialogs (Language), Questioning Techniques, Case Studies, Liberal Arts, Audio Equipment, Transcripts (Written Records), Coding, Critical Reading, First Year Seminars, College Freshmen
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A