Role of Classroom Discourse

This paper explores the role of classroom discourse. Mark Aulls in Journal of Educational Psychology explains that classroom discourse is both oral and written. Classroom discourse shapes the opportunity to learn. During classroom discourse, a teacher may constrain what students learn by controlling the topics of conversation and by determining who can enter into the discourse. A teacher can also place limits on the student's freedom to interpret the content. Aulls suggests that the academic context of classroom discourse may be viewed to be embedded in the social organization and social norms of the classroom (Aulls 56).

Teachers use a variety of forms of classroom discourse, including oral, written, pictorial, symbolic, and graphic. In addition, teachers can and should provide students with the opportunity to gain experience us

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plinary action can have a profound impact on some students. For example, what one student might consider to be a mild rebuke that to be forgotten in a matter of hours or days, another might treat far more seriously -- resulting in that student largely withdrawing from any future discourse and interaction with the instructor, or his or her fellow students (Medland 48). Studies of classroom discourse shows that the official language of participation in traditional classroom teaching-learning events consists of a set of linguistic practices that are bounded, rule-governed and make limited allowance for deviation. Teachers recognize that outside of the classroom, a diversity of language styles exist. For example, differences in social setting, group size and the cultural backgrounds of students are factors leading to variation in language use. In some cases, linguistic differences are vastly different between the classroom and the larger community in which the school exists. In the educational setting, the issue of cultural and linguistic difference involves the relationship between educational outcomes and culturally based differences in language use, associated with socio-economic status and race. Teachers who recognize these
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Approximate Word count = 3426
Approximate Pages = 14 (250 words per page)

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