Classroom Discourse

Singapore University of Social Sciences

Classroom Discourse (TSL553)

Applications Open: 01 October 2019

Applications Close: 15 December 2019

Next Available Intake: January 2020

Course Types: Modular Graduate Course

Language: English

Duration: 6 months

Fees: $2200 View More Details on Fees

Area of Interest: Linguistics and Languages

Schemes: Alumni Continuing Education + (ACE+), Lifelong Learning Credit (L2C), Resilience

Funding: To be confirmed

School/Department: School of Humanities & Behavioural Sciences

Bookmark

Synopsis

TSL 553 Classroom Discourse provides students with an insight into the communication system of the classroom by a careful study of the patterns of language use found in the classroom. The patterns of language use demonstrate firstly, that spoken language is often the medium used by the teacher to teach, as well as the medium used by students to demonstrate their learning. Secondly, language is used by the teacher to establish and maintain social relationships in the classroom. And thirdly, spoken language is an important part of the speaker’s identity as well as the speaker’s means to express his/her identity and attitudes.

Level: 5
Credit Units: 5
Presentation Pattern: Every 2 years
E-Learning: BLENDED - Learning is done MAINLY online using interactive study materials in Canvas. Students receive guidance and support from online instructors via discussion forums and emails. This is supplemented with SOME face-to-face sessions. If the course has an exam component, this will be administered on-campus.

Topics

Classroom discourse as a communication system
Features of classroom discourse and their functions
Patterns of language use in the classroom
Changes in conceptions of knowledge and learning in education and its impact on classroom discourse
Social context and social ends: Their impact on classroom discourse
Classroom discourse and equity
Classroom interactional competence
Classroom discourse and learning
Classroom discourse and teaching
Teachers as reflective practitioners of their own classroom discourse
Teachers as researchers of classroom discourse
Approaches to the study of classroom discourse

Learning Outcome

Discuss the features and functions of classroom discourse
Critique the role of social context and social ends in classroom discourse
Examine the teaching practices and learning experiences evident in classroom discourse
Appraise different approaches to the study of classroom discourse
Evaluate teachers’ roles as reflective practitioners of classroom discourse
Plan a research agenda for investigating classroom discourse