Classroom Discourse English Composition 289 Dr. Sonja Andrus Stephanie Richter 21 May 2012

Communicating Through Spoken Language  “The young child uses her language to construct her own understanding about what is going on” (Perry1).

What is Classroom Discourse?  Classroom discourse is “the study of that communication system” (Cazden 432). It is the medium through which language takes place during teaching and learning.  Teachers and children communicate through “spoken language, nonverbal gestures and facial expressions that are connected to each other in the flow of talk” (Perry1).  Classroom discourse is how children gain access to the curriculum.

Sponsors in the Classroom  Brandt views many people, teachers included, as sponsors in literacy influences. She also relates economics, privilege, access, and sponsorship to literacy success. Through a rise in the “level of schooling in the general population is also an inviting factor in this process” (568). Teachers act as sponsors for children when they are in their classroom discourse environment.

Effective Use in a Classroom:  What resources do you have at your disposal?  “I feel the most significant resources I have at my disposal to enhance the classroom discourse are knowledge of child development and knowledge of the individual child. Knowledge of the individual child enables me to build better relationships with children thus creating an environment in which children feel safe enough to engage in conversations and practice language use, as well as, provides me with the knowledge to appeal to the individual interests of the child and provide adequate support “ (Ms. Nikki).

Effective use in a Classroom:  How are the rules for the classroom taught?  “The rules for the classroom are taught both verbally and non-verbally. For instance, children participate in a verbal discussion in which the rules are established and clarified at the beginning of the school year, and they are given many verbal reminders of the rules throughout the year. However, non-verbal cues, such as a poster displaying a list of the rules and the use of gestures by teachers, such as placing one’s finger in front of their mouth to signal the need for quiet, are also used to aid in children’s learning of the classroom rules “ (Ms. Nikki).

Social Means of Classroom Discourse  Children use classroom discourse as a means to communicate with the teacher as well as peers. * This child is my nephew.

Literacy Discourse and Linguistics  Gee’s focus on literacy is one of social practice. He states, “it’s not just what you say, but how you say it” (525). It would be through one’s secondary discourse that classroom discourse would come into play. The social aspect from peer-to-peer or teacher-to-student would allow for differing variations in social interactions.

Literacy Discourse  Delpit argues that those born either into or out of a dominate discourse will have a hard time fitting into another discourse. A quote I’m fond of is “the one thing that people can’t take away from you is what’s between your ears” (549). To me that says whatever knowledge one has acquired through discourse cannot be taken away. Classroom discourse can allow students to gain social knowledge that has been stored beneficially as a life skill. With proper education and learning students can participate in a word dominated environment.

Positive Effects  The positive effects of classroom discourse can be achieved in learning when used organically within the environment. Nystrand discusses how “discussion promotes reading comprehension” through meaningful conversations that bridge a gap between language and comprehension (399).

Interaction and Instruction  “The interactions between teachers and their students impact what is actually taught and learned in the classroom in a variety of ways. For instance, it is through interactions with their students that teachers garner knowledge of the child, such as the child’s current level of development and individual interests. This information in turn impacts what subject matter is taught in the classroom and which approach and/or strategies are needed to support the child, such as making the content more appealing to the individual child or modifying materials, etc. It is also through interactions that relationships between teachers and their students are built and nourished. Such relationships impact the students’ feelings of safety, trust, and acceptance in the learning environment, which in turn impacts their level of participation and ability to concentrate in the classroom, as well as, their self- esteem and self-confidence” (Ms. Nikki). How does student/ teacher interaction determine what is actually taught or learned?

Work Cited Brandt, Deborah. “Sponsors of Literacy.” Readings in Literacy A Critical Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, & Mike Rose. Boston, MA: Bedford/Sr. Martin’s, Cazden, Courtbey B. “Classroom Discourse.” Handbook of Discourse Process. Harvard University Delpit, Lisa. “The Politics of Teaching Literate Discourse.” Readings in Literacy A Critical Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, & Mike Rose. Boston, MA: Bedford/Sr. Martin’s,

Work Cited Cont.: Gee, James Paul. “Literacy, Discourse and Linguistics: Introduction and What is Literacy?” Readings in Literacy A Critical Sourcebook. Ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, & Mike Rose. Boston, MA: Bedford/Sr. Martin’s, Ms. Nikki. “An Interview.” April 22, Nystand, Martin. “Research on the Role of Classroom Discourse as it Affects Reading Comprehension.” Research in the Teaching of English. Urbana, Il Perry, Gail. “Classroom Discourse.” Encyclopedia of American Education. Web