<p>This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992 / Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001 / Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.</p>

Teaching is a dynamic process involving teachers and learners in meaningful and collaborative efforts. Therefore, interacting with learners in the classroom is of vital importance to the teacher in order to enhance the teaching and learning process. The purpose of this research is to determine the factors influencing the participation of secondary school science learners in classroom communication (CC). The study was conducted in all the secondary schools in the Potchefstroom area, A questionnaire was compiled to investigate learners' level of participation in science CC, An interview guide for teachers was also compiled. A total of 235 Grade B learners were randomly selected from twelve (12) schools. The analysis showed that the teachers used primarily teaching-learning procedures that did not conform to the requirements of OBE. The reason is not necessarily that they are not well-informed on OBE principles, but the practicality of their leaching situations necessitated it In the process, learners do not acquire enough knowledge and skills needed for science classroom learning activities. This fails the main aim of enabling learners to participate in classroom communication, The limited use of communicative strategies in science teaching-learning can be attributed to a number of possible reasons, amongst which are: communication apprehension, poor language development, culture/heredity, and the types of classroom reinforcements and teaching styles. This study also focused on the factors that can positively influence classroom communication. An interview was conducted with teachers with the help of an interview guide. The results indicated that teachers, although generally warm and accepting, seem to be inflexible and lack dynamism when presenting the lesson, which in tum affects learners' participation in the classroom / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2002

<p>This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992 / Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001 / Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually.</p>

In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.

Philosophiae Doctor - PhD / This study uses an interdisciplinary approach in the analytical framework combining Systemic Functional Linguuistic theoty (SFL) (Martin 1992; Halliday 19994) and critical discourse analysis (CDA) (Wodak 7 meyer 2001; Fairclough 1989, 1993, 1995, 2001). Further, the study draws on christie's (1997, 2001, 2002, 2005) work on classroom discourse analysis, which in turn builds on Bernstein's (1990, 1996, 2000) model on pedagogic practice and interaction, to examine dominanceand power relationsin the classroom. The interdisciplinary approach enabled this study to evaluate Al-Thadi university students' English language competence, linguistically and textually. / South Africa

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En kamera fångar ögonblick av det ljus som människan kan uppfatta, eller verkligheten som det ibland kallas. Dessa ögonblick i form av fotografier, arbetar de elever och den lärare med, som Ola Lindholm har följt på gymnasiet. Läsaren kan följa hur eleverna interagerar, hur det sociala samspelet organiseras under lektioner och redovisningar, vad som görs viktigt samt hur bildteoretiska- och yrkesmässiga kunskaper framträder i interaktionen. I studien framträder ett arbetssätt som ger eleverna ansvar och möjlighet att visa vad de kan i interaktionerna och vid redovisningarna av deras fotografier. Resultatet visar hur läraren försöker få eleverna att se skillnader i fotografiets uttryck, skärpedjup, bildbeskärning etcetera. Ibland gör eleverna motstånd och förhandlar med läraren där eleverna hävdar sin kunskap och sina åsikter om sina bilder. I bildanalysen av ett elevfotografi framträder två olika intentioner med de förslag som läraren och eleven förhandlar om. Studien visar att bildteorier, bildspråket och vad bilden kan berätta, inte är lika framträdande i interaktionen som frågor om teknik och process. Ola Lindholm, är bild- och medielärare på Sundstagymnasiet i Karlstad. Licentiatavhandlingen har skrivits inom Forskarskolan i yrkesämnenas didaktik. / A camera captures the moment of light that humans can perceive, or the reality as it is sometimes called. The work and the interaction in the classroom with these frozen moments in the form of photographs can be followed in this study at a media program in high school. The aim of the study is to research how students interact, how the social interaction is organized in lectures and presentations, what becomes important and how the pictorial theory and professional knowledge emerges from the interaction.The study reveals a didactical way of working that gives students the responsibility and opportunity to communicate and show what they can, both in interactions with the teacher during their work with the photographic picture and in the presentations of their photographs. The results show how the teacher tries to get students to see the differences in the photographic expression, depth of field, cropping and so on. Sometimes the students make resistance and negotiate with the teacher, showing knowledge and arguing for their opinions about their pictures. One picture analysis of student photography reveals different intentions with the proposals that the teacher and student negotiates about. The study shows that pictorial theories, picture language, and the communicative intention, are not as prominent in the interaction as issues about technique and process.

Current literature indicates a lack of exploration of factors relating to Taiwanese students’ critical thinking in the field of English as a Foreign Language (EFL). The research study was a case study based on the social constructivist framework. The aim of this study was to explore how teacher and students interactions online impacted critical thinking by addressing the social norm in Confucius Heritage Culture (CHC). The characteristics of the social norm of CHC do not readily support verbalizing thoughts and challenging others face-to-face in public, which are important to the practice of critical thinking. The research was conducted in an English-major reading class at a university in Taiwan. The data collection methods included focus groups, collaborative inquiry with the teacher, and the researcher’s participant observation in both face-to-face and online discussions. The findings suggested that students need teacher’s cognitive, affective, pedagogical and technical support and face-to-face small group support before engaging in online interactions. Modified debates in new face-to-face models of interaction helped maximise the social constructivist approach with the teacher’s shepherd facilitation. The online interaction patterns in a CHC context underwent a three-phase process, which described how CHC students externalised critical thinking within groups, inter-groups and inter-classes in online form. The study contributes to our understanding and the development of culturally suitable approaches to cognitive, affective, pedagogical and technical guidelines needed in facilitating EFL students’ critical thinking in face-to-face and online interactions in the context of Taiwan.

The aim of this thesis is to investigate classroom interaction. Of central importance are the following questions; Does gender of pupil, gender of teacher, age of pupils, subject taught and class size have any importance for the classroom interaction? What conceptions of interaction with pupils do teachers have? Data have been collected by two different methods – structured classroom observations and focus groups. The results from the observations study disclose that the gender of the teacher as well as the gender of the pupil has an impact on classroom interaction. The interaction also differs regarding the pupil’s age. The variables pupil gender, teacher gender and pupil’s age together gives an opposite pattern of interaction. Female teachers interact to the same extent with boys and girls when they are young (lower level). When pupils grow older (inter­mediate and upper levels) they interact more with boys than girls. The pattern of interaction for male teachers goes in the opposite direction. When the pupils are young, they interact more with boys compared to girls. The same pattern is true at the intermediate level. At the upper level male teachers interact to the same extent with boys and girls. School subject and class size proved to have a limited impact on classroom interaction. Through categorization of data collected in focus groups, eight different themes were identified. These describe teachers’ conceptions of their interaction with pupils. The themes were large classes, catch individual pupils, boys dominate the classroom on expense of girls, pupils’ needs of interaction with adults, the joy of interacting with pupils, do we use the same language, conflicts between pupils, and to meet pupils with another cultural background. The results from the observations and the focus groups have shown, to some extent different but all-important aspects of classroom interaction. In this thesis two phenomena or questions have been of central importance – gender differences and class size.

This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations.    The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion.    The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning. The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations.    The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.