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Classroom interactions: when students elicit and inform
Malay language
Classroom discourse
Critical discourse analysis
Issue Date: 
Paper presented at the Asia-Pacific Education Research Association (APERA) Conference, Singapore, 26-28 November 2008.
This paper is based on an on-going doctoral thesis which investigates the interactions that occur
in the teaching and learning of Malay Language in secondary schools in Singapore. The research
analyses the teaching and learning of the listening, speaking, reading and writing skills and also
grammar in Secondary One Express stream classrooms. The research draws on the work of
Sinclair and Coulthard (Pedagogic Analysis), Halliday (Systemic Functional Grammar), and
Fairclough (Critical Discourse Analysis).
The paper presents data on students eliciting and informing during Malay Language grammar
lessons. Initial analysis seems to show that unequal power relations between teacher and students
that are concealed in the Initiation-Response-Feedback structure have the effect of reducing
students learning opportunities. This is especially true when students contributions are not
optimised, students misunderstanding of concepts is not clarified and their queries are not well
attended to. These would have an impact on students learning of the Malay Language. This
paper suggests that the quality crafting of teachers responses and feedback are necessary in
ensuring the effectiveness of the teaching and learning of the language.
Appears in Collections:Conference Papers

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