Discourse analysis is the study of spoken or written texts as a means of understanding their internal and external structure or logic (cf.McCarthy 1992; Gee 2005). One of the central concerns of discourse analysis in educational settings has been to uncover the ways in which talk at school is unique and thus what children must be able to do linguistically in order to succeed there. Discourse analytical ideas can be used in evaluating classroom interactions by shifting the focus from the main text to the collaborative analysis process itself, that is, examining how collaborative analysis in the learning phase actually works. In particular, discourse analysis in which language is a primary tool for knowledge negotiation and construction (Shum & Ferguson, 2012) allows for the systematic observation of patterns within discourse that can be used for teachers to identify productive behaviors and other features of classroom discussion data. In this article, I will provide some examples of classroom practices that will benefit classroom discourse analysis.
The first is practicing through an empowering approach to collaborative learning and critical pedagogy, and providing a unique approach to evaluating the reflexivity of the learning process is beneficial to creating a structured learning environment. For example, in collaborative learning and critical pedagogy, students work together in groups to solve tasks or problems and they are encouraged to think critically by questioning information and finding solutions to problems. Students help and interact with each other so that students can build deeper understanding and develop social skills. In addition, teachers and students together reflect on the learning experience to understand the process of improving their learning.
As for the second practice, where teachers should provide sufficient guidance to students to organize themselves in classroom interaction through assignments, teacher support is needed when peer interaction seems impractical. This will facilitate students' desire to engage in the flow of communication in the classroom. In fact, assignments can stimulate students to take turns and initiate conversations with teachers and peers. Appropriate feedback creates space for students to share opinions and negotiate freely with their classmates. For example, students are divided into small groups and then each group is given a different topic to discuss. At that time the teacher provides guidance on how to start the discussion, how to listen to others' opinions, and how to conclude the discussion so that the discussion becomes effective. Meanwhile, when students are discussing, the teacher goes around to observe and help if any group is having difficulties.
Finally, Borko et al.'s study (2011) highlights the growing trend of video annotation tools in supporting teacher reflection. This practice of using video annotation tools provides teachers with opportunities to re-experience teaching situations and reflect on their pedagogical strategies through productive conversations with peers or coaches (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Rich & Hannafin, 2009; Sherin, 2004). For example, the teacher gives the student a problem to work on, while the student works on it, the teacher records the session where the student solves the problem. Then for annotations, the teacher marks when students give wrong answers but show a deep understanding of the concept, in addition the teacher marks when he gives instructions to students who have difficulty in understanding the problem, and also the teacher marks when the class becomes crowded and difficult to control. After finishing, the teacher discusses what has been marked on the annotations in a discussion session, and the teacher can discuss how she can provide more effective feedback to students who gave incorrect answers, as well as what strategies can be used to keep students engaged.
In conclusion, classroom discourse analysis offers a valuable lens for understanding and improving classroom interactions. By implementing practices that foster collaborative learning, provide structured guidance, and utilize reflective tools like video annotation, teachers can create more engaging, productive, and empowering learning environments. These practices not only enhance student learning but also contribute to a deeper understanding of the complexities of classroom discourse. By focusing on the interactive nature of language and the negotiation of knowledge, teachers can create spaces where students feel empowered to share their ideas, engage in critical thinking, and develop the skills necessary for success in both academic and social contexts.
References :
Steve Walsh (2013). Classroom Discourse and Teacher Development
https://books.google.com/books/about/Classroom_Discourse_and_Teacher_Developm.html?id=siWrBgAAQBAJ
Sergio Ivn Durand Seplveda (2017). Discourse Analysis in Small Doses: Meaningful Activities in the ELT Classroom
https://www.mextesol.net/journal/index.php?page=journal&id_article=2093
Gaowei Chen1, SheriCe n. Clarke2 and lauren B. reSniCk2 (2015). Classroom Discourse Analyzer (CDA): A Discourse Analytic Tool for Teachers