The Likelihood of Success during Classroom Discourse
- 1 March 1996
- journal article
- research article
- Published by Taylor & Francis in Scandinavian Journal of Educational Research
- Vol. 40 (1) , 57-68
- https://doi.org/10.1080/0031383960400104
Abstract
The role of language in elementary school classrooms is discussed, focusing on the likelihood of pupil success in teacher‐pupil discourse. This interchange is examined from the standpoint of critical theory; the advocated view is that general school success is rooted in the outcome of the teachers‐pupil discourse, and that favourable classroom participation varies according to what is favoured by the teacher. Critical factors discussed are how different backgrounds and experiences, most notably ethnicity and gender, can affect the likelihood of success during classroom discourse.Keywords
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