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Discourse Community Video Analysis Task Guidelines (20 points)

DUE: Tuesday Oct 26 through Friday Oct 29, 2021 I&L 2722

Purpose of task The purpose of this analysis is to allow you to observe and identify aspects of the teacher’s class that contributes to building a discourse community. The videos are not intended to be ‘perfect examples.” You should observe, however, features of the teacher’s utterances that enable students to interact, participate, and use language to express their thoughts, ideas, opinions, etc. Your role in the task One way to orient yourself to this analysis is to imagine that you are a supervisor of language education. You have been asked to observe a class and write a report describing a) how the teacher creates an effective discourse community, b) the strengths of the teachers, and c) perhaps areas where the teacher can improve. Pick a video You have a few video options described below Select ONLY ONE video to analyze. 1) Adult ESL teaching reading comprehension. Watch only the first 30 minutes https://www.youtube.com/watch?v=Hrol_D_ujsc 2) First grade English as a foreign language class in China https://www.youtube.com/watch?v=fBeBPusip-k 3) Vocabulary Buidling in 3rd grade (not an ESL class but good for analysis) https://www.youtube.com/watch?v=tAz7TD02ytU 4) Grade 8 Spanish class in US talking about leisure time activities (just watch class interactions) https://www.learner.org/series/teaching-foreign-languages-k-12-a-library-of-classroom- practices/spanish-hearing-authentic-voices/view-analyze-video/ 5) Talking about vegetables in Arabic Grade 2 (just watch class interactions) https://www.learner.org/series/teaching-foreign-languages-k-12-a-library-of-classroom- practices/vegetables-we-like/view-analyze-video/

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Tools for the analysis task You should make use of this professional language in your analysis. You may use other discourse terms that you know that are not on the list (e.g., use of pair and group work, scaffolding, etc.). You do NOT need to use every term on the list use only what is necessary. Seeking or offering clarification or confirmation An open-ended question (referential questions) Extended student/teacher turn Reformulated student utterance Paraphrase of what was said Teacher echo Teacher feedback on content (meaning) I-R-F Teacher request for Repetition Teacher cueing student Directions for analysis: Mediation of your writing Watch the video and take notes. Refer to the terms above. Not every term will be used. You may also describe what you see in your own words. Use the guiding question for each paragraph. Paragraph One: (3 points) Describe the class. What grade level? What are they learning? What is the teacher’s objective? Describe the classroom and how students are seated. Do the students appear interested and engaged? If yes, what are they doing? Paragraph Two: (6 points) How is the teacher creating a discourse community? What does the teacher do to create interactive space for the students? What kind of talk does the teacher use to help students respond and produce language? Give specific examples and refer to your professional terms above, if possible. Does the teacher help students to say more and elaborate? If yes, how does the teacher do this. Give examples. Do the students respond to the teacher and are you satisfied or dissatisfied with student responses? Why do you find their responses satisfactory or unsatisfactory? Paragraph Three: (5 points) If you were the supervisor and needed to make suggestions for improving and strengthening the discourse community, what would you suggest to the teacher? Do you think the teacher needs to change some features to improve the discourse community? If yes, what do you suggest? What should the teacher do less, if anything? What is your overall assessment of this teacher’s class and the discourse community that the teacher created? Assess the teacher’s ability to engage students as either excellent, above average, average, or needs improvement. Explain your rating.

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Paragraph 4: (6 points) Now think about yourself as a teacher. What do you want to work on to create a discourse community in your class? What discourse feature(s) do you think is challenging and will need some practice? If you have taught before, what do you think you do well to engage students in using the new language in your class?