NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857899
Record Type: Journal
Publication Date: 2009-Jan
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0950-0782
Regulative Discourse in Singapore Primary English Classrooms: Teachers' Choices of Directives
Liu, Yongbing; Hong, Huaqing
Language and Education, v23 n1 p1-13 Jan 2009
Classroom research has largely focused on an "instructional discourse" in local classroom contexts where teachers and students interact about subject knowledge. Few studies have been conducted, however, to examine "regulative discourse", which is the precondition for the transmission of subject knowledge. In this article, therefore, we investigate regulative discourse in Singapore primary school English Language classrooms from a perspective of Bernstein's pedagogic discourse theory. Specifically, we identify the typology of teachers' directives with morphosyntactic patterns by using corpus linguistic approach, and explore what choices teachers make of directives, for what regulatory purposes and how they position students. In this way, we illustrate how the regulative discourse is constructed and what power relations are enacted or manifested between teachers and students in the Singapore classroom context. The findings help illuminate relationships between sociocultural factors and classroom regulative practices that enable a better understanding of sociocultural specific rules of order, relation and identity in the classroom context. (Contains 2 tables and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore