Session Information
27 SES 05 B, Power Relations and Student's Contributions in Teaching and Learning
Paper/Poster Session
Contribution
Background
Home and Consumer Studies (HCS) is a subject with great aspirations as it calls on students and teachers to work with practical cooking, theoretical food knowledge, consumer awareness and rights, and household management all under the overarching perspectives of health, resource management, cultural traditions and gender equality (The National Agency of Education, 2011). In short, students should be able to manage their own household including aspects of what effect their choices have on the environment and their economy after completing the 118 hours of teaching after nine years of compulsory school. In comparison, a subject such as Swedish comprises 1490 hours over nine years. This paper presents the findings from a study of classroom communication in Home and Consumer Studies (HCS) in a Swedish secondary school, using the theories of pedagogic discourse and classification and framing along with Systemic Functional Linguistics.
Research question
This paper aims to illustrate how pedagogic discourse is realized in the interpersonal metafunction, and how classification and framing changes in communication in Swedish secondary HCS classroom.
Theoretical and analytical framework
The theory of classification and framing (Bernstein, 1996/2000) forms the basis of the theoretical framework in this paper. “[C]lassification refers to what, framing is concerned with how meanings are to be put together” (2000:12, italics in original). In HCS, classification can be exemplified e.g. by teacher control as to the contents of student work, and framing by student independence as to the execution of these contents. Classification and framing connect to the theory of pedagogic discourse (Bernstein, 1996/2000) which consists of instructional discourse, which transmits knowledge and skills and regulative discourse, which transmits social order, and also dominates the instructional discourse. In HCS, pedagogic discourse can be exemplified by regulative discourse conveying the overarching goals of the health perspectives at the same time as students are expected to practically or theoretically show, for example, how they use less fat and sugar when cooking and thus placing discourse in the instructional field.
The theories of pedagogic discourse and classification and framing have been used successfully with the theory of Systemic Functional Linguistics (SFL). For this paper, the analysis has focused on the interpersonal metafunction in SFL theory; how relationships are established and maintained in communication (cf. Eggins & Slade, 1997, Halliday & Mathiessen, 2004, Holmberg & Karlsson, 2006, and Tsatsaroni, 2003). Analysis is concentrated on the semantic speech resources of speech functions and the lexico-grammatical resources of mood and modality. Speech functions and moods have some typical correlations, e.g. the speech function of statement usually correlates with the declarative mood, and the speech function command usually correlates with the imperative mood (Eggins, 2004, Zolkower & Shreyar, 2005). There are other possibilities, and often incongruence is realized between, for example, the speech function command and mood, as when a command is realized incongruently in a declarative mood.
Method
Expected Outcomes
References
References Bernstein, B. 1996/2000. Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. Rowman & Littlefield: Oxford Christie, F. 1995. Pedagogic Discourse in the Primary School. Linguistics and Education. Vol. 7:221-242. Christie, F. 2005/2000. Curriculum macrogenres as forms of initiation into a culture. In F, Christie (ed.) Genre and Institutions: Social Processes in the Workplace and School. Continuum: London. http://site.ebrary.com/lib/UMEAUB/docDetail.action?docID=10224693 Christie, F. 2005/2002. Classroom Discourse Analysis: A Functional Perspective. Continuum: London. http://site.ebrary.com/lib/UMEAUB/docDetail.action?docID=10224677 Eggins, S. & Slade, D: 1997. Analysing Casual Conversation. Cassell: London Eggins, S. 2004/2007. An Introduction to Systemic Functional Linguistics. 2nd Ed. Continuum: London Halliday, M.A.K, & Mathiessen, C. 2004. An Introduction to Functional Grammar. 3rd Ed. Hodder Education: London. Hammond, J. 2011. Classroom Discourse. In K. Hyland & Paltridge, B (eds.) Continuum Companion to Discourse Analysis. Continuum: London Hipkiss, A.M., 2014. Klassrummets semiotiska resurser. En språkdidaktisk studie av skolämnena hem- och konsumentkunskap, kemi och biologi. Diss. Umeå University. Holmberg, P. & Karlsson, A-M., 2006. Grammatik med betydelse. En introduktion till funktionell grammatik. Hallgren & Fallgren: Uppsala. Jones, P. 2005. Intersubjectivity and Learning: A Sociosemantic Investigation of Classroom Discourse. Unpublished PhD thesis, School of English, University of New South Wales, Sydney Skolverket (The Swedish National Agency for Education), 2011. Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011, Lgr 11. Tsatsaroni, A., Ravanis, K. & Falaga, A. 2003. Studying the Recontextualisation of Science in Pre-School Classrooms: Drawing on Bernstein’s Insights into Teaching and Learning Practices. International Journal of Science and Mathematics Education. Vol. 1:385-417
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