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首页> 外文学位 >'Powerful Words, Powerfully Delivered': Culturally Responsive Teacher Communication with African American Middle School Students.
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'Powerful Words, Powerfully Delivered': Culturally Responsive Teacher Communication with African American Middle School Students.

机译：“有力的话语，有力的传递”：与非裔美国中学生的文化响应型老师交流。

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摘要

This study was designed to characterize the culturally responsive communication practices of effective teachers of African American students. Research on the roles of culture and communication in teaching and successful teachers of African American students were used to develop a conceptual framework for examining culturally responsive teacher communication. The questions guiding this investigation were (1) What are the communicative practices of successful teachers of African American middle school students;? (2) What makes the communication styles of teachers of African American students in diverse classrooms culturally responsive.;? and (3) What effects do the use of culturally responsive communicative and interaction styles have on the achievement of African American students? Qualitative methods were used to collect data from three middle school teachers (two European American and one African American), who were nominated by African American community stakeholder groups within a large metropolitan school district in the Pacific Northwest. Data included audiotaped teacher interviews, group interviews with African American students, and videotaped classroom observations. Findings showed five distinct African American discourse features used in varying forms and degrees by the participating teachers. They were direct address; conversational style; use of culturally-specific vocabulary, phrasing, and sayings; African American cultural references; and rhythmic and dramatic speech. Two others, repetition and nonverbal communication, were not identified as separate categories because they occurred throughout teacher talk as nuances of the other features. Each of the discourse features was characterized by its lexical, semantic, syntactic, and prosodic attributes. The findings also revealed that teachers' beliefs about African American students, experiences with African American culture, and knowledge of African American communication informed their use of African American discourse features during instruction. Data derived from student interviews further explicated how teachers used African American communication features, and how these behaviors were perceived by students. This study adds more illustrative examples to the scholarship about what cultural responsiveness sounds and looks like in teaching practice.
机译：这项研究旨在刻画非裔美国学生有效教师的文化响应式交流实践。对文化和交流在非洲裔美国学生教学和成功教师中的作用的研究被用来建立一个概念框架，以检查具有文化响应性的教师交流。指导该调查的问题是：（1）非裔美国中学生的成功教师的交往实践是什么？ （2）是什么使非洲裔美国学生在不同教室中的沟通方式具有文化适应性？ （3）使用对文化敏感的交流和互动方式对非洲裔美国学生的学习成绩有何影响？使用定性方法从三名中学教师（两名欧洲裔美国人和一名非裔美国人）收集数据，这三名中学教师由西北太平洋一个大都市学区内的非裔美国人社区利益相关者团体提名。数据包括录音带的老师访谈，对非洲裔美国学生的小组访谈以及录像带的课堂观察。调查结果显示了参与教师使用的五种不同形式和程度的非裔美国人话语特征。他们是直接地址；对话风格；使用特定文化的词汇，措辞和俗语；非裔美国人的文化参考；富有节奏感的演讲。重复和非语言交流中的另外两个没有被识别为单独的类别，因为它们在整个教师谈话中都是由于其他特征的细微差别而发生的。每个话语功能都具有其词汇，语义，句法和韵律属性。调查结果还显示，教师对非裔美国人学生的信仰，非裔美国人文化的经验以及对非裔美国人交流的了解，有助于他们在教学中使用非裔美国人话语功能。来自学生访谈的数据进一步说明了教师如何使用非裔美国人的交流功能，以及学生如何看待这些行为。这项研究向学术界提供了更多关于文化响应性在教学实践中听起来和看起来像的例证。

著录项

  • 作者

    Gray, Audra L.;

  • 作者单位

    University of Washington.;

  • 授予单位 University of Washington.;
  • 学科 Education Bilingual and Multicultural.;Education Middle School.;Education Curriculum and Instruction.;Black Studies.;African American Studies.;Language Linguistics.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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