Options
A case study of the classroom discourse patterns in the reading and writing lessons of two primary 2 teachers
Author
Wong, Melisa Shenshan
Supervisor
Sripathy, Mahalakshmy
Abstract
The English language is the language for school and the working world in Singapore. The turn of the new millennium calls for new and more demanding literacy skills. (Cheah 2002: 66) research findings have given evidence of the relationship between talk and academic empowerment and achievement. (Corden 2001: 4) research has also provided evidence for the shift towards a socio-constructivist approach towards facilitating oral language development. This approach serves as the theoretical framework behind the 2001 Revised Singapore English Syllabus.
In light of these developments, observations and semi-structured interviews were used to investigate the classroom discourse patterns of 2 Primary Two teachers from 2 Neighbourhood schools. These patterns (structure, function and content) were presented according to Cazden's framework of Classroom Discourse Analysis (2001) and measured against the recommendations of the Revised 2001 English Language Curriculum Syllabus as well as socio-constructivist principles to examine how pupils' language development is facilitated. This study reveals the mismatch between the proposed curriculum recommendations (and socio-constructivists principles) and the actual discourse patterns of these classrooms. The pedagogical implications of these mismatches will be discussed and recommendations for change will be suggested.
In light of these developments, observations and semi-structured interviews were used to investigate the classroom discourse patterns of 2 Primary Two teachers from 2 Neighbourhood schools. These patterns (structure, function and content) were presented according to Cazden's framework of Classroom Discourse Analysis (2001) and measured against the recommendations of the Revised 2001 English Language Curriculum Syllabus as well as socio-constructivist principles to examine how pupils' language development is facilitated. This study reveals the mismatch between the proposed curriculum recommendations (and socio-constructivists principles) and the actual discourse patterns of these classrooms. The pedagogical implications of these mismatches will be discussed and recommendations for change will be suggested.
Date Issued
2005
Call Number
LB1034 Won
Date Submitted
2005