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Critical Discourse Analysis of The Dialogical Demands of Florida's 10th Grade B.E.S.T. English Language Arts Standards

This study investigates the extent to which the Florida B.E.S.T (Benchmark for Excellent Student Thinking) English Language Arts (ELA) standards demand that students participate in dialogic interactions within the 10th grade ELA classroom. Dialogic demands, characterized by active discourse and collaborative sense-making, are the opportunities students interact with one another or with a text. The dialogic elements of classroom pedagogy are an increasingly recognized critical component of effective literacy instruction in contrast with the monologic classroom where teachers are the primary source of information. A Critical Discourse Analysis through the lens of Fairclough is used as this research aims to identify specific instances where students are required to engage in meaningful dialogue with one another or with a text. The analysis examines the standards' language, the distribution of the standards, and the underlying ideological stance of the standards that students interact with. By assessing the presence or absence of dialogic demands within the standards, this study seeks to provide insights into the alignment between the Florida B.E.S.T ELA standards and the principles of dialogic pedagogy. Findings from this research can inform curriculum development, instructional practices, and educational policies aimed at promoting more robust and participatory approaches to literacy education in Florida schools.

Identiferoai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd2023-1171
Date01 January 2024
CreatorsKaplowitz, Amanda NB
PublisherSTARS
Source SetsUniversity of Central Florida
LanguageEnglish
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceGraduate Thesis and Dissertation 2023-2024
RightsIn copyright

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