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Discussion in the high school classr...

Billings, Laura Ann.

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Discussion in the high school classroom: An examination of sociolinguistic roles.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discussion in the high school classroom: An examination of sociolinguistic roles./
Author:	Billings, Laura Ann.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1999,
Description:	106 p.
Notes:	Source: Dissertations Abstracts International, Volume: 61-11, Section: A.
Contained By:	Dissertations Abstracts International61-11A.
Subject:	Curricula. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9954599
ISBN:	9780599572409

Discussion in the high school classroom: An examination of sociolinguistic roles.
Billings, Laura Ann.

Discussion in the high school classroom: An examination of sociolinguistic roles. - Ann Arbor : ProQuest Dissertations & Theses, 1999 - 106 p.

Source: Dissertations Abstracts International, Volume: 61-11, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 1999.

This item must not be sold to any third party vendors.

The purpose of this study was to describe high school students' and their teacher's sociolinguistic roles in classroom discussions. Two questions were addressed: What sociolinguistic roles did the teacher and students assume in high school English class discussions? Did male and female students consistently play different sociolinguistic roles during high school English class discussions? These questions were addressed within the context of Paideia seminars-discussions facilitated by a teacher's use of open-ended questions. I observed three class sessions and at the same time, video and audio taped the discussions. All students completed a questionnaire regarding their perceptions regarding talk in this class. Also, I conducted formal interviews with the teacher, eight students selected as key informants, the school principal, as well as the district superintendent. Finally, I facilitated a student focus group discussion about portions of the videotapes. There were three major conclusions. First, and most surprising was that the predominant, if not singular, teacher sociolinguistic role was performance Director. In the role of Director, the teacher exercised continuous control over the class sessions. Second, five major student sociolinguisitic roles emerged which formed two sets, one which revealed more support or collaboration of the Teacher Director and the other which displayed subtle opposition to the Teacher Director. Third, in some ways male and female students assumed similar sociolinguisitic roles, and in some ways they assumed different sociolinguistic roles. That is, the male and female students assumed common sociolinguistic roles of Enabler, Intermediary, Respondent, and Inquisitor. Differences occurred in that male students were dominant more often. They took more talk turns and talk time in two of the seminars. Conversely, female students were Observers more often.

ISBN: 9780599572409Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

English

Discussion in the high school classroom: An examination of sociolinguistic roles.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to describe high school students' and their teacher's sociolinguistic roles in classroom discussions. Two questions were addressed: What sociolinguistic roles did the teacher and students assume in high school English class discussions? Did male and female students consistently play different sociolinguistic roles during high school English class discussions? These questions were addressed within the context of Paideia seminars-discussions facilitated by a teacher's use of open-ended questions. I observed three class sessions and at the same time, video and audio taped the discussions. All students completed a questionnaire regarding their perceptions regarding talk in this class. Also, I conducted formal interviews with the teacher, eight students selected as key informants, the school principal, as well as the district superintendent. Finally, I facilitated a student focus group discussion about portions of the videotapes. There were three major conclusions. First, and most surprising was that the predominant, if not singular, teacher sociolinguistic role was performance Director. In the role of Director, the teacher exercised continuous control over the class sessions. Second, five major student sociolinguisitic roles emerged which formed two sets, one which revealed more support or collaboration of the Teacher Director and the other which displayed subtle opposition to the Teacher Director. Third, in some ways male and female students assumed similar sociolinguisitic roles, and in some ways they assumed different sociolinguistic roles. That is, the male and female students assumed common sociolinguistic roles of Enabler, Intermediary, Respondent, and Inquisitor. Differences occurred in that male students were dominant more often. They took more talk turns and talk time in two of the seminars. Conversely, female students were Observers more often.
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