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EJ973566 - Does Every Student Have a Voice? Critical Action Research on Equitable Classroom Participation Practices

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ERIC #:	EJ973566
Title:	Does Every Student Have a Voice? Critical Action Research on Equitable Classroom Participation Practices
Authors:	Mack, Lindsay
Descriptors:	Intervention; Student Attitudes; Action Research; Student Participation; Foreign Countries; Teaching Methods; Multilingualism; Cultural Pluralism; Student Diversity; Equal Education; Inclusion; Cultural Traits; Student Empowerment; College Students; Discussion (Teaching Technique); English (Second Language); Speech Skills; Language Styles; Student Surveys; Semi Structured Interviews; Self Efficacy; Self Esteem; Classroom Communication; Classroom Techniques
Source:	Language Teaching Research, v16 n3 p417-434 Jul 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-07-00
Pages:	18
Pub Types:	Journal Articles; Reports - Research
Abstract:	This article explores the design and implementation of critical action research undertaken to encourage equal classroom participation. Building on a body of literature on critical action research and oral participation, the author reports her research project undertaken in a multi-lingual and multi-ethnic class in Japan to examine practices of how she promotes oral participation to create a more equitable pedagogy. First, detailing the action research plan including a preliminary investigation in the classroom, an action plan, an intervention and an observation of the outcome, the author then details the students' beliefs about oral participation which formed the basis of an intervention that led to a promotion of student agency and of equity in the classroom. Through this project, the author and her students redefined the conventional conception of traditional oral participation practices. This redefinition enhanced student agency making a more meaningful pedagogy for all students. It is argued that oral participation, or lack of oral participation, does not occur simply because of cultural characteristics and linguistic ability but rather that the teaching methodology, social inclusion and student voice are also main factors influencing student participation in class. (Contains 8 tables.)
Abstractor:	As Provided
Reference Count:	24

Note:	N/A
Identifiers:	Japan
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1362-1688
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1177/1362168812436922

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