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In this transcript of a lesson the teacher uses language in a variety of ways
to fulfil her purposes.
From the responses and comments of some of the children we can see that
the class is probably a group of young children who have only just begun
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their education. Utterances such as “no because dinosaurs eat people”
suggest this.
The main purpose of the teacher is to teach the students about religion. To
do this she uses a number of techniques.
One of the purposes of the teacher in the extract is to maintain her
leadership position. To do this she asks the majority of the questions.
“...anyone like to say why they think we call that the Lord’s prayer?”
The teacher is asking the question so that she can see what the children
understand and to see what they have learnt. Also, by asking the question
it encourages the children to speak out and give their views. As the teacher
is in control of the conversation and is directing the topicality she
maintains her leadership position.
To maintain the interest of the children and to get them to join in, the
teacher uses a technique called the three part-exchange.
“would anyone like to say why they think (1.0) we call that prayer the
Lord’s prayer (4.0)”
“because God is very special”
“yes God is very special (.) isn’t he (.) yes”
This consists of an initiator, a response and some feedback. This three
part-exchange is at the start of the lesson and so the teacher would want to
engage the interest of the children and encourage them to join in the
conversation. By giving the feedback it offers encouragement to the
children, if the answer is correct. If the answer is incorrect then this would
enable her to correct the answer and to sort out any difficulties. Therefore
the three part-exchange allows the teacher to maintain their interest,
encourage the children to join in with the discussion and to take forward
their learning.
Another purpose of the teacher is to make the information relevant to the
children in order to help them with the academic studies. To do this the
teacher uses topicality - she changes the topic so that the children do not
go off the point.
“well we’re not talking about dinosaurs this morning.”
However, even though the children have gone off the topic which the
teacher has set out to teach, she still teaches them about what dinosaurs
would have eaten.
“they usually ate green things.”
Another purpose of the teacher is to bring back the children after
distractions. To do this she uses an initiator.
“well we’re not talking about dinosaurs this morning”
The initiator in this case is ‘well’. This is a common way of starting off a
conversation. So the teacher is using the initiator in this case to bring the
children back to the topic, and by using an initiator she shows that she
intends to move on.
She also helps them to practise their key skills of numeracy. To do this
their routine of turn-taking is replaced by a group recitation.
“lets just check that there are twelve (.0) one two three...”
Here they are recalling the names of the special friends that Jesus chose.
By doing this the whole class can join in and they will enjoy themselves
and learn the key skill too. She also manages to maintain their interest here
as she uses some humour here.
“they’re not a very cheerful looking lot, are they?”
The teacher uses a technique called chaining to remind her pupils of the
school routine.
“can I go to the toilet please?”
“now (.) can you make sure please that you go to the toilet (.)”
“at playtime”
“before the bell goes...”
By using a chain the teacher can effectively get her point across and
emphasise that they should follow the school routine.
Another purpose of the teacher is to look after the health and safety of all
of her pupils. To do this she uses an imperative.
“mind the step Sarah”
Sarah is leaving the classroom to go to the toilet at this point. By using an
imperative the teacher shows that she is caring for her safety. The
command would make the children listen to her and take notice of the
instruction the teacher is giving. This incident also helps to reinforce the
teachers authority in the classroom as she makes an example of one
particular pupil to remind the class as a whole.
There are many ways in which the teacher uses language to fulfil her
purposes. These include different types of question, humour,
encouragement and the three part-exchange.
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