Discourse Analysis In Education

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Introduction
It may be claimed that discourse analysis is a deep-rooted concept in the field of educational research. For years, research experts have focused on significant concepts like anthropology, linguistics, sociology and even sociolinguistics to draw on discourse. In the same vein, current work in academic milieus has led to new outlooks or perceptions to the analysis of discourse¬-irrespective of our definition of discourse, i.e. language in use or the relationship between text and context. The point is, the various types of discourse analysis that have been used by research experts during these years, have expanded our shared understanding of teaching and learning developments. Consequently, utilizing different approaches and means
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Drawing on how conventions and prospects regarding what establishes the right way to talk (or even write) might influence the educational experiences of children from conventionally marginalized groups across a range of educational contexts in US society, this work primarily reformed how many research experts viewed the role of language in education, discourse in learning, and culture in communication. For the meantime, Sacks, Schegloff, and Jefferson (1974) were inspecting the organization of turn-taking in conversation, while Sinclair and Coultard (1975) were examining how teachers and students interacted with a focus on the very common initiation-response-evaluation (IRE) sequence present in most classroom…show more content…
In accordance with Hymes’ (1974) call for an ethnographically grounded approach to the study of language in use, educational anthropologists conducted ethnographies of communication in order to examine the gap between the different "ways with words" (Heath, 1983) that children from different race, class, and cultural backgrounds learn in their communities, the types of communicative practices and participation structures that are valued in most classroom contexts, and the consequences of such "mismatches" for youth who are not from "mainstream" backgrounds. In this investigation, the close analysis of linguistic data was accompanied with extensive participant observation, with questions of surrounding context and culture emphasized and

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