Speaker
Description
Taiwan’s updated English curriculum emphasizes discourse-oriented language learning (DOLL). This study analyzed senior high school teachers’ classroom talk to examine whether their discourse aligned with their conceptions of DOLL. Findings showed that, despite cultural constraints, teachers’ beliefs were reflected in their questioning strategies, particularly through expansive language that promoted participation, reflection, and meaning co-construction. These results highlight the important role of teacher talk in fostering dialogic space, crucial for effective DOLL implementation.
Summary
Taiwan’s updated English curriculum emphasizes discourse-oriented language learning (DOLL). This study analyzed senior high school teachers’ classroom talk to examine whether their discourse aligned with their conceptions of DOLL. Findings showed that, despite cultural constraints, teachers’ beliefs were reflected in their questioning strategies, particularly through expansive language that promoted participation, reflection, and meaning co-construction. These results highlight the important role of teacher talk in fostering dialogic space, crucial for effective DOLL implementation.
| Teaching Context | Junior/senior high-school |
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