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Critical Discourse Analysis: A Theoretical Framework for Analyzing Mathematics Teaching in Multilingual Classrooms? 认领 引用
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作者 Nancy Chitera 《US-China Education Review(A)》 2014年第12期861-872,共12页
The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics cl... The purpose of this article is to develop a framework that can be used to describe and explain how mathematics teachers construct a multilingual classroom and the discourse practices being produced in a mathematics classroom. It conceptualizes the discourse practices used by mathematics teacher educators as they prepare student teachers to teach mathematics. The framework developed here is shaped by Critical Discourse Analysis （CDA） drawn from Fairclough. This provides the theoretical and conceptual tools to examine the discourse practices of mathematics teacher educators and how the）＇ make available these discourse practices for student teachers to draw on. In broad terms, this article examines the discourse practices of the mathematics teacher educators and how they support the student teachers develop discourse practices relevant for teaching and learning school mathematics in multilingual classrooms. This article is broken down into several sections. The first section discusses what it means for student teachers to develop discourse practices for mathematics teaching. The second section provides an introduction to CDA, followed by its origins, key terms, and elements of Fairclough＇s CDA. Thereafter, the author outlines the strategies involved in doing CDA. The last section discusses why CDA is relevant to the mathematics classroom. 展开更多
关键词 mathematics teachers multilingual classroom discourse practices mathematics teacher educators Critical Discourse Analysis （CDA） student teachers
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Research on College English Classroom Construction Based on Semantic Wave 认领 引用
2
作者 Shan Sheng 《Journal of Contemporary Educational Research》 2023年第3期49-54,共6页
In this paper,the influence of English teaching methods and teachers’behaviors on students’learning in China is discussed.Through analysis,it is found that classroom discourse practice plays a significant role in te... In this paper,the influence of English teaching methods and teachers’behaviors on students’learning in China is discussed.Through analysis,it is found that classroom discourse practice plays a significant role in teaching plan and teaching content.Therefore,in the research based on discourse practice and belief,a college English classroom promotion model is constructed from the perspective of semantic wave based on three dimensions(individual factors,situational factors,and overall factors),providing a scientific basis for the development of college English teaching in China and a valuable reference for curriculum reform and teaching plan formulation. 展开更多
关键词 English classroom discourse practice and belief Semantic wave
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