Strategic voices? Problems in developing oracy through 'interactive whole-class teaching'

被引：5
|
作者：
Coles, Jane [1 ]
机构：
[1] Univ London, London, England
来源：
CHANGING ENGLISH-STUDIES IN CULTURE AND EDUCATION | 2005年 / 12卷 / 01期
关键词：
D O I：
10.1080/1358684052000340506
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This article considers what is meant by 'interactive whole-class teaching', a central component of the British Government's primary and secondary Literacy Strategies. Drawing on published research evidence and a case-study undertaken in a London comprehensive school, this essay suggests that contradictions in government policy have led to an increase in the kind of whole-class teaching which offers an impoverished model of classroom discourse. Alternative models of pupil-teacher interaction are discussed. However, the article concludes that the current ideological imperative to deliver a literacy 'quick-fix' is inimical to the conditions necessary to foster genuinely dialogic classroom talk.
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页码：113 / 123
页数：11
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