Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/3098
Title: 
Authors: 
Issue Date: 
May-2005
Citation: 
Paper presented at the international conference on education, Redesigning Pedagogy: Research, Policy, Practice, National Institute of Education, Nanyang Technological University, Singapore, 2005
Abstract: 
In this paper, we analyze the interactive exchanges between teachers and students in the teacher-fronted
instruction by using transcribed classroom data. Adopting a social constructivist position, we examine ways in
which teachers construct or obstruct students‘ learning opportunities in these teacher-fronted communications.
Furthermore, we demonstrate how language is used to serve the functions of scaffolding and to provide learning
opportunities as students progress in the zone of proximal development (ZPD). Although teachers talk most of
the time and control most of the turns, we argue that teachers can improve their control and talk to facilitate and
optimize student contributions and scaffold students learning in their fronted instruction.
URI: 
Project number: 
Core - Panel 4
Website: 
Appears in Collections:CRPP - Conference Papers

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