Abstract
The purpose of this study was to record and transcribe a lesson conducted in the Initiation-Response-Evaluation (IRE) style, in order to examine the patterns of interaction between teacher and students, focusing on ways in which the teacher differentiates between First Nations and non-First Nations students, and on ways in which their discourse differs. I chose to use one of my own classes, and to examine my own interactions, in order to discover my role in these student-teacher interactions. What differences can be seen in the quantity and quality of student utterances between First Nations and mainstream students? How do I, as the teacher, treat students, and do I treat First Nations students differently? What am I doing that may cause differences, and how do I react to differences? How does the IRE style of the lesson impact upon student contributions? What is occurring that maintains or reinforces inequalities of knowledge and skills? In sum, I wanted to examine my role in the classroom more closely, in the hope that I could use any findings to improve my practice.
Recommended Citation
Ross, Nancy L.
(2000)
"Differential Discourse Patterns in Mainstream Versus First Nations Students in an Adult Basic Education Classroom,"
Networks: An Online Journal for Teacher Research:
Vol. 3:
Iss.
2.
https://doi.org/10.4148/2470-6353.1227
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