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Exploring the potential of classroom questioning in the National Accelerated Literacy Program

Cowey, Wendy (2007). Exploring the potential of classroom questioning in the National Accelerated Literacy Program. In: AATE and ALEA National Conference 2007, Canberra, ACT, 8-11 July 2007.

Document type: Conference Paper
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Author Cowey, Wendy
Title Exploring the potential of classroom questioning in the National Accelerated Literacy Program
Conference Name AATE and ALEA National Conference 2007
Conference Location Canberra, ACT
Conference Dates 8-11 July 2007
Conference Publication Title Critical capital : teaching and learning : AATE and ALEA National Conference Proceedings
Place of Publication Canberra, ACT
Publisher AATE/ALEA
Publication Year 2007
Total Pages 14
HERDC Category E1 - Conference Publication (DEST)
Abstract A student’s legitimacy as a successful participant in a classroom is often measured by the ability to successfully answer questions. However, teacher questions are seldom simply requests for information and the educational purpose underlying teacher questions often remains implicit. Consequently some students are marginalised in classes by their inability to participate successfully in questioning interactions with teachers and other students. In Accelerated Literacy classrooms teachers actively seek to engage students in lessons by making explicit the educational purpose of questions and their answers. As a result, many marginalised students find that they can engage successfully in literacy lessons even where they have experienced many years of failure previously. This paper uses examples from lesson transcripts to investigate the role of questioning in an Accelerated Literacy lesson. The examples will demonstrate how questioning techniques can be used to include rather than exclude marginalised students in literacy lessons while at the same time making literacy lessons rewarding and stimulating for all students.
 
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Created: Fri, 12 Sep 2008, 08:35:25 CST by Administrator