This study uses discourse analysis to examine how scientific concepts (Vygotsky, 1997) develop in an English Language Arts class over the course of one curricular unit. The study focuses on how two students in one 12 th grade English Language Arts classroom develop towards the scientific concept of summary. The study examines the teacher's classroom discussion of the concept of summary, and the students' development of the concept of summary. The development is investigated using Systemic Functional Linguistics to analyze the classroom and interview talk from both teacher and students. The use of concept mapping and SFL analysis (Halliday, 1994) focus on transitivity, interpersonal metaphor, and clause linking devices to enhance, elaborate, or expand the concept's web of relations. Understanding the initial developmental level of the concept helped to examine how the teacher's discourse surrounding the concept mediated the concept of summary. Language and schooling as a part of the teaching and learning context and pedagogical issues are discussed.In the case of a unit on the persuasive essay, the students might write a completed essay. This essay would be used to judge whether the complex components, which make up the concept of the persuasive essay (i.e. a thesis, transitions, anbsp;...
|Title||:||Scientific Concept Development in the English Language Arts Classroom|
|Author||:||Brian David Carpenter|
|Publisher||:||ProQuest - 2008|