Show me your listening position : embodied silence and speech in a second grade class of language-minority students
Abstract/Contents
- Abstract
- Previous scholarship identifies silence as one of the most pervasive yet least analyzed communicative behaviors in U.S. classrooms. Most studies of classroom interaction focus solely on verbal communication. In contrast, this study examines the silences that accompany the speech of language-minority students as well as the circumstances that contribute to silence or create space for talk. Its findings demonstrate that although silence is commonly thought of as an absence of speech, in this class silence had a palpable presence. The findings identify and categorize different silence types and subtypes, which accomplished different kinds of interactive and sociocultural work. Finally, the study illustrates how listening for silence can reveal insights about talk as well as how participants attend to knowledge and learning.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2013 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Rutherford-Quach, Sara |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | McDermott, Ray (Raymond Patrick), 1946- |
| Primary advisor | Valdés, Guadalupe |
| Thesis advisor | McDermott, Ray (Raymond Patrick), 1946- |
| Thesis advisor | Valdés, Guadalupe |
| Thesis advisor | Goldenberg, Claude Nestor, 1954- |
| Thesis advisor | Inoue, Miyako, 1962- |
| Advisor | Goldenberg, Claude Nestor, 1954- |
| Advisor | Inoue, Miyako, 1962- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Sara Rutherford-Quach. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2013. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2013 by Sara Ann Rutherford-Quach
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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