Difference between revisions of "Stoffelsma-VanCharldorp2020"

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Stoffelsma-VanCharldorp2020
BibType ARTICLE
Key Stoffelsma-VanCharldorp2020
Author(s) Lieke Stoffelsma, Tessa Cyrina Van Charldorp
Title A closer look at the interactional construction of choral responses in South African township schools
Editor(s)
Tag(s) EMCA, South Africa, Choral responses, Classroom discourse, Questions, Literacy
Publisher
Year 2020
Language English
City
Month
Journal Linguistics and Education
Volume 58
Number August 2020
Pages 100829
URL Link
DOI https://doi.org/10.1016/j.linged.2020.100829
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

In order to better understand literacy practices in high poverty L2 contexts, we use a conversation analytic approach to study two forms of chorusing in Grade 3 classrooms in South African township schools: choral reading and choral answering. Based on more than 6 hours of video recorded classroom interaction, we show that choral reading aloud is initiated by explicit and implicit instructions, combined with intonational cues. Choral answering is initiated by yes/no questions, designedly incomplete utterances or known-answer questions, producing short answers. Teacher feedback in both forms is extremely limited. Choral practices risk limited individual student engagement and restrict development of language and cognitive skills. However, we also show that students demonstrate a high awareness of the subtleties of a variety of interactional “rules”. They are occasionally encouraged to produce their own answers and are capable of reading new pieces of text aloud, showing potential learning opportunities through classroom engagement.

Notes