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dc.contributor.authorSandhu, Parveen Kauren
dc.date.accessioned2018-05-14T10:16:01Z
dc.date.available2018-05-14T10:16:01Z
dc.date.issued2002en
dc.identifier.urihttp://hdl.handle.net/1842/29984
dc.description.abstracten
dc.description.abstractThis study is an ethnographically-influenced investigation into the ways teachers and students co-construct language classroom culture. Classroom culture is viewed as comprising classroom discourse and action. The everyday interactional discoursal practices and actions of teachers and students are cultural practices which on the one hand represent and reflect the culture of the classroom, and on the other make, maintain and develop this culture.en
dc.description.abstractData is drawn from two multilingual and multicultural Secondary One English language classrooms in the same school in Singapore. These classrooms were selected because one is composed of supposedly more competent language learners than the other. This lends to the study a comparative dimension where data from one classroom is matched against data from the other, allowing for an exploration of similarities and differences that facilitate data interpretation and analysis.en
dc.description.abstractTo describe and understand the coming about of classroom culture, a range of data was collected and analysed: • non-participant observation audio-recordings of 28 lessons, as well as field notes on the physical organisation of the classrooms, non-verbal features of teacher-student interaction, and both pedagogic and non-pedagogic events that occurred during lessons • interviews with the two teachers, their students, the Principal and key staff • student questionnaires • supplementary documentary data in the form of the school diary, school yearbook, and photographs of the two classrooms • descriptions of the social context of the school (including field notes of daily morning assemblies and weekly school assemblies)en
dc.description.abstractData analysis was qualitative, and focused chiefly on classroom observations. Analysis was data driven, and through a process of progressive focusing, led to detailed descriptions of observations and recordings of episodes where teachers: • explicitly install systems of behaviour (classroom procedure); • practice discipline and control (classroom management); • issue procedural instructionsen
dc.description.abstractAttention was also given to student questioning behaviour which emerged as a research interest. Interpretation and explanation of observed patterns of classroom discourse and action are proposed using analytical tools such as participant structures, and participant role relationships.en
dc.description.abstractResearch findings indicate that both English language classrooms share similar cultural traits, and that these traits mirror the macro social contexts, i.e. the culture in the general education system and that in Singapore society. More interesting and unexpected however, are findings that point at the differences between these microcultures. It appears that the striking differences in microcultures are attributable to the different roles played by the teachers in their attention to classroom procedure, classroom management, and procedural instructions. Teacher differences seem to encourage student questions in one class, and to deter them in the other. In exploring the relationship between classroom interaction and the evolving classroom microculture, this study captures an insider's view of how in one class there is the socialisation of academic success, and in the other, there is the socialisation of failure.en
dc.description.abstractConclusions are drawn from the study for further research into classroom culture in general and student questioning behaviour in particular. Recommendations are made for pre-service and in-service teacher training which aim at improving the ways in which the education system in Singapore serves society.en
dc.publisherThe University of Edinburghen
dc.relation.ispartofAnnexe Thesis Digitisation Project 2018 Block 18en
dc.relation.isreferencedbyAlready catalogueden
dc.titleAn enquiry into the construction of classroom culture: the case of two language classrooms in Singaporeen
dc.typeThesis or Dissertationen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD Doctor of Philosophyen


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