SciELO - Scientific Electronic Library Online

vol.40 suppl.2Life-design counselling for survivors of family violence in resource-constrained areasThe role of the school in inculcating citizenship values in South Africa: Theoretical and international comparative perspectives índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados



Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100


MURPHY, P. Karen; EBERSOHN, Liesel; OMIDIRE, Funke  e  FIRETTO, Carla. Exploring the structure and content of discourse in remote, rural South African classrooms. S. Afr. j. educ. [online]. 2020, vol.40, suppl.2, pp.s1-s11. ISSN 2076-3433.

The nature of discourse within classrooms strongly predicts students' ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teacher were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students' critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.

Palavras-chave : comprehension; critical thinking; discourse; language in education; literacy.

        · texto em Inglês     · Inglês ( pdf )


Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons