This paper reports on a case study of a classroom with range of linguistic, cultural and academic abilities. It is part of an ongoing project that describes the barriers and opportunities for enhancing communication for education in the classroom. This project is located in the Western Cape (South Africa) within complex, culturally and linguistically diverse classrooms. Methodologically, this case study examines a wide set of data that were collected and analysed and include recorded classroom interaction observation, educators’ and learner interviews, and learners’ written language samples. The focus of this paper is a response to the following question: What are learners’ and educators’ communication experiences in the classroom? Here, we report on how educators and learners have made sense of classroom communication. Specific communication interactions are discussed relative to several self-generated educators’ and learner’s theories of their communication in the classroom. Their voices illuminate the need to adopt an ecological view of communication for education. Ecologically, learners and educators identified interpenetrative social, political and cultural aspects of effective communication for education.
|Keywords:||Equity, Classroom Communication|
Deputy Director, School of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South Africa
Speech Pathologist Supervisor/Team Leader, Rehabilitation, Independent Practitioner, United Arab Emirates
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