The Discourse of Classroom Interaction in Kenyan Primary Schools

Caroline Pontefract; Frank Christopher Hardman

The Discourse of Classroom Interaction in Kenyan Primary Schools

Caroline Pontefract, Frank Christopher Hardman

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

Abstract

This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n = 359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher- led recitation in which rote and repetition dominated the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom discourse in Kenyan primary schools are considered together with the need for further research into how the wider social order is influencing discourse practices in Kenyan primary schools. ABSTRACT AUTHORS: Author.

Original language	English
Pages (from-to)	87-106
Number of pages	20
Journal	Comparative Education
Volume	41
Issue number	1
Publication status	Published - Feb 2005

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Comparative Education, Feb 2005, vol. 41, no. 1, p. 87-106, pp. 20, 40 refs., ISSN: 0305-0068.

DataStar update date: 20090101

Access to Document

http://www.jstor.org/stable/30044520

Cite this

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title = "The Discourse of Classroom Interaction in Kenyan Primary Schools",

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