LET Discourse culture: day 2 So what is our agenda? What’s your agenda? Where are you now and where do you want to be? Where are you now and where.
Post on 02-Jan-2016
<ul><li><p>LET Discourse culture: day 2So what is our agenda?Whats your agenda?Where are you now and where do you want to be?Ways of monitoring progress?</p></li><li><p>Discourse analysisorThe grammar of talkLET day 2 Oct 07</p></li><li><p>Talking to learn</p><p>VygotskyP4CNLPConstructivismLearning to talk</p><p>MetalanguageMetacognitionQuality of talkTalk as textTo what extent does the talk need to be made visible for the thinking/learning to be embedded?</p></li><li><p>Discourse analysisSpeech act theory utterances perform actions (often hidden by their grammar)Adjacency pairs what we can say at one point usually limited by what has gone before, co-operating and competing islands of predictabilityTurn-taking and length of utteranceWhat determines conversational status? age, seniority, gender, profession, expertise, personal qualities, wealth, social positionCultural norms politeness, silence, appropriacy, boastings, sprezzatura (contrived effortlessness)</p></li><li><p>Linguistic investigation modelsurvey</p><p>classify</p><p>analyse</p><p>amplify</p></li><li><p>Grices maximsQuantity too much/too little for purposeQuality - truthfulnessRelevance linked to previous utterance(s)Manner clarity/coherence</p></li><li><p>Desirable outcomes?</p><p>An engagement continuum from isolation and truculence to dialogic and collaborative: what constructs and T&L approaches do we have as a profession to grow a groups of students?AfL processes and materials that make the review and evaluation of talk possibleManagement tools for spreading the culture in one classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic handbook)Monitoring tools: how can we monitor the quality of classroom discourse and evaluate its impact, other than through observation? In particular, how can students be involved in this process (e.g. structures for questionnaires, skills audits, interviews)</p></li><li><p>Evaluating progress and planning for progression in whole classisolated or unrelated remarksbuilding on each otherdecentring (considering other points of view)de-personalising Hate the sin : love the mancollective reasoning, building a community</p><p>Very speedy intro, as I want you to hear how this is being taught and what it feels like not a whole hour of theory. Basically the theory is in the grammar of talk which you have on your CDROMs, but Helen & I have reduced this to a few sides of A4!</p><p>How do we promote self analysis and evaluation in students about the quality and efficacy of their talk? Bloody difficult to do as adults.</p><p>Two models today and they are not necessarily mutually exclusive.</p><p>Do we provide students with the language to talk about language (metalanguage), not just for review, but for intervention purposes, so that we scaffold talk, as we would scaffold writing (FLIP CHART set aims, investigate examples, analyse features, scaffold first attempts, steps to independence, review effectiveness) Big difficulty is we need to review talk as a process, not a product get away from performing a chapter, or a persuasive speech. Talk that causes thinking to happen. These kinds of prompts we have refer to scaffolding talk document. This is the easiest place to start. Needs weaving into lesson planning and into the culture of the classroom over time. As occasional bolt-on, is likely to fail. So if this is the flow chart of activities this lesson when we get to here, what kinds of talk behaviours will we need, to be able to learn?Do we just need to provide rich contexts for the talk to happen. It is the quality of stimulus and facilitation by the teacher which will grow more effective talk over time. (P4C as one construct )</p><p>But if we are, before lunch, discussing whether we want to go down the grammar of talk route, we need to see this kind of teaching in action (because we dont have Rebecca!)SNS DVDROMRefer each point to an example from the Montgomery sheets.</p><p>Speech acts - Have a go with the flashcards vital for analysing drama, dialogue in fiction. Could this improve students own S&L skills and how?</p><p>Adjacency pairs3 part exchange often breaks this natural fluency down, AND it is more difficult to achieve in group work. Adjacency pairs often are interrupted. It is interesting when utterances work as Adj pairs, but also when they dont!</p><p>Turn takingSurface details could suggest co-operation and equality, but, look at classroom example 10.13</p><p>Length of utteranceAgain, a surface analysis would suggest the speaker who says most has most power, or is most influential. Depends on who sets the AGENDA, and what the FRAME is (e.g.Does my bum look big in this? the frame for a husband outside a changing room is whether the skirt fits, the frame for the wife could be do you love me. The agenda is the skirt.)Look at 10.14 the difference length makes</p><p>See 10.15 onwards for discourse markers who shifts the agenda?</p><p>Conversational statusIt just depends on context, and on the frame and personal qualities of the individual, however, there are general truths. Could see a marvellous activity here, where you give out roles and a scenario to role play Who has the higher status? Now could you adjust the role play, so that the other character has higher status?</p><p>Cultural norms last 3 pages remember to mention Mohammed Ali and Much AdoSurvey context, FRAMES, purpose, relationships, status etc</p><p>Classify just feature spotting slow down the process of critical thinking scientific. What do I know, as a researcher, I have got</p><p>Analyse link features to context and begin to hypothesise about the nature of the discourse</p><p>Amplify what does this reveal about language in this context. Is it usual/unusual? Put this text in a world of texts and explore what it tells us about communication.Unspoken rules of conversation 1970s linguist (Oxford/Harvard) not so that they must be adhered to, but fascinating that they largely are, and worth noting when they arent. What causes the breakdown?Second point absolutely key to todays input and exploration</p></li></ul>
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