Discourse and learning in a Norwegian multiethnic classroom: Developing shared understanding through classroom discourse |
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| Authors: | Lutine de Wal Pastoor |
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| Institution: | (1) Department of Psychology in Education, 5C01 WWPH, University of Pittsburgh, Pittsburgh, PA, 15260, U.S.A.;(2) Department of Psychology in Education, 5C01 WWPH, University of Pittsburgh, Pittsburgh, PA, 15260, U.S.A. |
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| Abstract: | This article explores the mediational role of classroom discourse in the development of shared understanding in the multiethnic
classroom Successful participation in classroom discourse not only requires linguistic and cognitive competence, but also
demands cultural knowledge, which often is taken for granted. Research carried out in a multiethnic third grade class in Norway
reveals that a discrepancy between teachers’ implicit assumptions of what is “common knowledge” and minority pupils’ lack
of background knowledge might impede joint meaning construction. Discourse episodes, illustrating various misunderstandings,
are analyzed and compared. The analysis of the discourse focuses on how the topical content, the multiple reference frames
applied, and the particular forms of discourse used, jointly create the framework within which development of shared understanding
occurs or fails to occur. It becomes apparent that various discourse patterns, creating different premises for pupil participation,
afford different ways of dealing with the misunderstandings encountered. It is argued that disparities in understanding should
not be looked upon as “transmission errors”, that are something to be avoided in classroom dialogue, but might be viewed as
generators of new understandings. The article is based on qualitative analysis of discourse excerpts, using transcribed audio
recordings, field notes and interviews. |
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