The influence of classroom culture on teaching and learning within EFL lessons: a multimodal critical classroom discourse analysis
Date
2015-11
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
“The current research project presents a series of significant phases within two English as a foreign language (EFL) lessons in different institutional settings. The study involves a multimodal critical classroom discourse analysis of the teaching and learning practices within the lessons. Ethnographic techniques were utilized in order to capture classroom life within authentic instructional spaces (Jewitt, 2008, 2009; Kress & van Leeuwen, 2005, 2006; Kumaravadivelu, 1999; Norris, 2004; Prabhu, 1992; Scollon & Scollon, 2003; Wysocki, 2011). The aim of this study is to explore how classroom culture is constructed and maintained. In addition, the analyses intend to reveal the impact that EFL classroom culture and its social dimension has on teaching and learning dynamics through the selection and employment of different communicative modes. As such, the manner in which teachers and learners engage with and respond to embodied and disembodied modes such as furniture arrangements is examined. In sum, all of the factors involved within an educational space may facilitate or constrain students’ opportunities for learning, which are part of classroom life but also required to successfully participate within the community of practice that participants create over time (Gee & Green, 1998; Green & Weade, 1990)”
Description
Keywords
Citation
Collections
Document Viewer
Select a file to preview:
Can't see the file? Try reloading