TY - JOUR
T1 - Modes of Student Participation in an Elementary School Science Classroom
T2 - From Talking to Writing
AU - Haneda, Mari
N1 - Funding Information:
The collaborative action research project, from which the “Shoebox” data are taken, is “the Developing Inquiring Communities in Education Project” funded by the Spencer Foundation. The writing of this article was supported by the Social Sciences and Humanities Research Council of Canada Doctoral Fellowship. My special thanks go to the following people who helped me shape and refine my ideas in different stages of writing: Gordon Wells and Jill Burton for their constructive feedback on drafts of this article; Cary Buzzelli for organizing the symposium; and David Butt, Bill Greaves, and Annabelle Lurkin for their suggestions on the linguistic analyses of the children's written texts.
PY - 1999/6
Y1 - 1999/6
N2 - Drawing on episodes of interaction between a teacher and two students engaged in a science experiment and the students' subsequent written reports, this article investigates intertextual links between the spoken and written texts. First, the oral participation modes of the students are examined, focusing on key features of the discursive process. Second, their individual reports are analyzed with respect to ideational content and linguistic realization. Results of the analyses reveal that the more articulate of the students entered fully into the interpretation of what they had observed, while the other seemed more concerned with replicating the experimental phenomenon than with engaging in its explanation. This differential oral involvement was reflected in their written reports: Unlike the latter, the former student incorporated all the main themes from the oral interaction and handled the explanatory challenge by the use of interpersonal dialogic strategies. In conclusion, the educational implications of these findings are discussed.
AB - Drawing on episodes of interaction between a teacher and two students engaged in a science experiment and the students' subsequent written reports, this article investigates intertextual links between the spoken and written texts. First, the oral participation modes of the students are examined, focusing on key features of the discursive process. Second, their individual reports are analyzed with respect to ideational content and linguistic realization. Results of the analyses reveal that the more articulate of the students entered fully into the interpretation of what they had observed, while the other seemed more concerned with replicating the experimental phenomenon than with engaging in its explanation. This differential oral involvement was reflected in their written reports: Unlike the latter, the former student incorporated all the main themes from the oral interaction and handled the explanatory challenge by the use of interpersonal dialogic strategies. In conclusion, the educational implications of these findings are discussed.
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U2 - 10.1016/S0898-5898(00)00015-2
DO - 10.1016/S0898-5898(00)00015-2
M3 - Article
AN - SCOPUS:0346460611
SN - 0898-5898
VL - 10
SP - 459
EP - 485
JO - Linguistics and Education
JF - Linguistics and Education
IS - 4
ER -