Abstract
The chapters in this volume have moved from a consideration of the institutional and structural forces affecting teachers’ pedagogical practices to a consideration of gendered exchanges between teachers and students in the classroom as seen in the previous chapter. In this final chapter about the findings from the research project, we narrow the focus even further to examine classroom discourse patterns surrounding the kinds of questions asked by teachers and students and the code switching between English and Swahili that commonly occurs in Tanzanian secondary schools.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Arthur, Jo. (1996). “Code-Switching and Collusion: Classroom Interaction in Botswana Primary Schools.” Linguistics and Education, 8(1), 17–33.
Barnes, Douglas. (1969). Language, the Learner, and the School. Harmondsworth, UK: Penguin.
Brock-Utne, Birgit. (2007). “Language of Instruction and Student Performance: New Insights from Research in Tanzania and South Africa.” International Review of Education, 53(5–6), 509–530.
Brock-Utne, Birgit, & Rodney Hopson, eds. (2005). Languages of Instruction for African Emancipation: Focus on Postcolonial Contexts and Considerations. Cape Town, South Africa: Centre for Advanced Studies of African Society.
Bunyi, Grace. (1997). “Multilingualism and Discourse in Primary School Math in Kenya.” Language, Culture, and Curriculum, 10(1), 52–65.
Cleghorn, Ailie, Marilyn Merritt, & Jared Abagi. (1989). “Language Policy and Science Instruction in Kenyan Primary Schools.” Comparative Education Review, 33(1), 21–39.
Cole, KimMarie, & Jane Zuengler, eds. (2007). The Research Process in Classroom Discourse Analysis: Current Perspectives. New York: Routledge.
Fuller, Bruce, & Conrad Snyder (1991). “Vocal Teachers, Silent Pupils?” Comparative Education Review, 35(2), 274–293.
Long, Michael, & Charlene Sato (1983). “Classroom Foreigner Talk Discourse: Forms and Functions of Teachers’ Questions.” In Herbert W. Seliger and Michael Long (Ed.). Classroom Oriented Research in Second Language Acquisition. Rowley, MA: Newbury House.
Malekela, George. (2004). “Secondary School Students’ Views on the Medium of Instruction in Tanzania.” Paper presented at the Language of Instruction in Tanzania and South Africa (LOITASA) Workshop, Dar es Salaam, 26–28 January.
Mkude, Daniel J. (2002). “Minority Languages and Democratization in the SADC Region: The Case of Tanzania.” In Karsten Legere, Sandra Fitchat, and Femi Akindele (Ed.), Talking Freedom: Language and Democratisation in the SADC Region. Windhoek, Namibia: Gamsberg Macmillan.
Mtesigwa, Peter Claver K. (2001). “Tanzania’s Educational Language Policy: The Medium of Instruction at the Secondary Level.” PhD diss., Teachers College, Columbia University, USA.
Nystrand, Martin, Lawrence L. Wu, Adam Gamoran, Susie Zeiser, & Daniel A. Long. (2002). Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse. Madison, WI: National Research Center on English Learning and Achievement, The University of Wisconsin-Madison.
Pontefract, Caroline, & Frank Hardman. (2005). “The Discourse of Classroom Interaction in Kenyan Primary Schools.” Comparative Education, 41(1), 87–106.
Qorro, Martha. (2006). Does Language of Instruction Affect Quality of Education? HakiElimu Working Paper No. 9. Dar es Salaam: HakiElimu.
Rubagumya, Casmir. (1994). “Language Values and Bilingual Classroom Discourse in Tanzania.” Language, Culture, and Curriculum, 7(1), 41–53.
TAMASHA (Taasisi ya Maendeleo Shirikishi ya Vijana). (n.d.). “Education: Schooling or Fooling?” Available online at: http://vijana.fm/wp-content/uploads/2011/06/Education-brief.pdf.
Tharp, Roland, & Ronald Gallimore. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge and New York: Cambridge University Press.
Tsui, Amy. (2008). “Classroom Discourse: Approaches and Perspectives.” In Jasone Cenoz and Nancy H. Hornberger (Ed.), The Encyclopedia of Language and Education: Knowledge about Language, Vol. 6 (pp. 261–272). New York: Springer.
Vavrus, Frances. (2002). “Postcoloniality and English: Exploring Language Policy and the Politics of Development in Tanzania.” TESOL Quarterly, 36(3), 373–397.
Vavrus, Frances. (2003). Desire and Decline: Schooling Amid Crisis in Tanzania. New York: Peter Lang Publishing.
Wells, Gordon. (1993). “Re-Evaluating the IRF Sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom.” Linguistics and Education, 5(1), 1–37.
Wells, Gordon, & Rebecca Arauz. (2006). “Dialogue in the Classroom.” Journal of the Learning Sciences, 15(3), 379–428.
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Webb, T., Mkongo, S. (2013). Classroom Discourse. In: Teaching in Tension. Pittsburgh Studies in Comparative and International Education, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-224-2_9
Download citation
DOI: https://doi.org/10.1007/978-94-6209-224-2_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-224-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
