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The (white) ears of Ofsted: a raciolinguistic perspective on the listening practices of the schools inspectorate
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Critical reflections on the role of the sociolinguist in UK language debates
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Snell, J. - : Cambridge University Press, 2018
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“Low Ability,” Participation, and Identity in Dialogic Pedagogy
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Enregisterment, indexicality and the social meaning of ‘howay’: dialect and identity in north-east England
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Snell, J. - : Cambridge University Press, 2017
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To what extent does a regional dialect and accent impact on the development of reading and writing skills?
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Linguistic ethnographic perspectives on working-class children’s speech: challenging discourses of deficit
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Snell, J. - : Palgrave Macmillan UK, 2015
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Moving from "interesting data" to publishable research article: some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
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From moves to sequences: expanding the unit of analysis in the study of classroom discourse
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To what extent does a regional dialect and accent impact on the development of reading and writing skills?: A Report for the BBC
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Dialect, interaction and class positioning at school: from deficit to difference to repertoire.
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Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience
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15 |
Classroom discourse: The promise and complexity of dialogic practice
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Abstract:
We estimate that, on average, an English primary teacher poses over 60,000 questions and follows up pupil responses with over 30,000 evaluations in every year of classroom lessons. This talk is shaped by deeply ingrained habits, resulting in part from an estimated 13,000 hours spent as a pupil watching others' teaching practice (Lortie 1975). However, a recent resurgence of interest in classroom discourse among educational researchers and policy makers is focusing attention on patterns of teacher talk. This attention, in turn, is placing demands upon teachers that they transform their talk, making conscious and informed choices about what had heretofore normally been second nature. How should teachers and teacher educators respond to these demands? What do they need to know and understand about classroom discourse? In addressing these questions we review a broad consensus emerging from three decades of research on the topic, according to which (i) the way teachers and pupils talk in the classroom is crucially important, but (ii) the dominant pattern of classroom discourse is problematically monologic, so (iii) it should be replaced with more dialogic models. While we find much merit in this conventional wisdom, in this chapter we also show its limitations, arguing that teaching and classroom interaction are far more complicated and problematic than is typically captured by descriptions of and prescriptions for dialogue.
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URL: http://eprints.whiterose.ac.uk/86141/ http://eprints.whiterose.ac.uk/86141/1/Lefstein%20Snell%20-%20Classroom%20Discourse%20chapter%20with%20figures%20%28pre-publication%20copy%29.pdf
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From sociolinguistic variation to socially strategic stylisation
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United Kingdom scheme for external quality assessment in virology. Part I. General method of operation.
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