NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820366
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0898-5898
Interactional Patterns in Singapore's English Classrooms
Vaish, Viniti
Linguistics and Education: An International Research Journal, v19 n4 p366-377 2008
This paper analyzes pedagogic practice in primary and secondary Singaporean English classrooms in terms of dialogicity. The dominant interactional patterns in Singaporean English classrooms are initiation-response-evaluation (IRE), whole class lecture and individual seatwork in which the students give either one word answers or remain silent. Classes are teacher fronted and monologic. This pedagogy does not lead to extended oral narratives and critical thinking on the part of the students thus leading to a tension between the demands of the English Language syllabus and the way English is taught in the classroom. The paper goes on to demonstrate how the traditional IRE can be manipulated to create a more dialogic classroom given the fact that pedagogy is fairly entrenched. Data for these claims come from Panels 3 and 4 of the CORE project conducted by the Centre for Research in Pedagogy and Practice in Singapore. Specifically data come from quantitative coding of 273 primary and secondary English lessons from over 50 schools and qualitative coding of their transcripts. (Contains 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore