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ERIC Number: EJ992846
Record Type: Journal
Publication Date: 2012-Sep
Pages: 27
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-0013-5984
Planning and Realigning a Lesson in Response to Student Contributions: Intentions and Decision Making
Boyd, Maureen P.
Elementary School Journal, v113 n1 p25-51 Sep 2012
What constitutes a successful lesson? A considerable body of literature examines instructional talk; however, little attention has been directed to situations in which teacher intentions (as captured by lesson plan) are stymied by unanticipated student response and the teacher must instantaneously reevaluate and revise an intended lesson. This article scrutinizes specific teacher discourse practices in one English language learner (ELL) classroom when students struggle with a text. Close discourse analysis reveals that this teacher's consistent guided practice of anchoring her questions in student contributions to support students' existing purposes and understandings is not compromised even when this results in extended vocabulary-centered student searches for meaning and a lesson very different from what she intended. The dialogic nature of this lesson talk challenges simplified dichotomies of closed and open questions, as well as established notions of efficient and effective instructional practice. This illustrative case of dialogic teaching explicates the role of contingency in interactive discussion.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States