Abstract
This chapter presents an analysis of dialogic learning during mathematics lessons in a multicultural school in the Netherlands. The students, native Dutch students and students with mainly Moroccan and Turkish backgrounds, are accustomed to collaborate in groups of four or five. The analysis is based on recordings of the students’ dialogues. The students’ collaboration proceeded according to either a symmetric or an asymmetric collaboration mode. The symmetric mode allowed students to participate, in principle, on an equal basis, whereas in the asymmetric mode one child adopted the role of tutor and taught the other students. In both modes, Dutch students, although a minority in the classroom, dominated the interaction. Non-native students appeared to have a preference for the symmetric interaction mode. We interpret the dialogic positions taken by the students as ways to express their identities2.
The research reported in this chapter was funded by the Programming Council for Educational Research (PROO) of the Netherlands Organization for Scientific Research (NWO).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Cortazzi, M. and Jin, L. (2001). Defining dilemmas: A question of asking in cultures of learning. Paper presented at the conference Cultures of Learning, Bristol, UK, April 19–22.
De Abreu, G. (1995). Understanding how children experience the relationship between home and school mathematics. Mind, culture and activity, 2(2), 119–142.
De Haan, M. (1999). Learning as cultural practice. How children learn in a Mexican Mazahua community. A study on culture and learning. Amsterdam: Thela Thesis.
De Haan, M. (2001). Intersubjectivity in models of learning and teaching: Reflections from a study of teaching and learning in a Mexican Mazahua community. In S. Chaiklin (Ed.), The theory and practice of cultural-historical psychology (pp. 174–199). Aarhus: Aarhus University Press.
Freudenthal, H. (1991). Revisiting mathematics education. Dordrecht: Kluwer.
Grossen, M. and Bachmann, K. (2000). Learning to collaborate in a peer-tutoring situation: Who learns? What is learnt? European Journal of Psychology of Education, 15(4), 491–508.
Heath, S.B. (1983). Ways with words. Cambridge, UK: Cambridge University Press.
Hedegaard, M. (2000). Institutional practices, cultural positions, and personal motives: Immigrant Turkish parents’ conceptions about their childrens’ school life. In S. Chaiklin, M. Hedegaard and U.J. Jensen (Eds.), Activity theory and social practice (pp. 276–304). Aarhus: Aarhus University Press
Hoogsteder, M., Maier, R. and Elbers, E. (1996). The architecture of adult-child interaction: Joint problem solving and the structure of cooperation. Learning and Instruction, 6(4), 345–358.
Joiner, R., Littleton, K., Faulkner, D. and Miell, D. (2000). Rethinking collaborative learning. London: Free Association Books.
Kinket, B. and Verkuyten, M. (1999). Intergroup evaluations and social context: a multilevel approach. European Journal of Social Psychology, 29, 219–237.
Leseman, P. and Sijsling, F. (1996). Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development. Learning and Instruction, 6(4), 307–323.
McLaughlin, C. (2001). Learning as dialogue. Paper presented at the conference Cultures of Learning, Bristol, UK, April 19–22.
Mehan, H. (1998). The study of social interaction in educational settings. Accomplishments and unresolved issues. Human Development, 41(2), 245–274.
Moore, A. (1999). Teaching multicultured students. Culturism and anti-culturism in school classrooms. London: Falmer Press.
Murphy, P. (2000). Gender identities and the process of negotiation in social interaction. In R. Joiner, K. Littleton, D. Faulkner and D. Miell (Eds.), Rethinking collaborative learning (pp. 139–160). London: Free Association Books.
Nilholm, C. and Såljsö, R. (1996). Co-action, situation definitions and sociocultural experience. An empirical study of problem solving in mother-child interaction. Learning and Instruction, 6(4), 325–344.
Ogbu, J.U. (1992). Understanding cultural diversity and learning. Educational Researcher, 21, 5–14.
Paradise, R. (1996). Passivity or tacit collaboration: Mazahua interaction in cultural context. Learning and Instruction, 6(4), 379–389.
Pels, T. (1991). Marokkaanse kleuters en hun culturele kapitaa: Opvoeden en leren in het gezin en op school. (Moroccan pre-school children and their cultural capital. Education and learning in the family and at school). Amsterdam: Swets en Zeitlinger.
Phillips, S.U. (1983). The invisible culture: Communication in classroom and community on the Warm Spring Indian reservation. New York: Longman.
Prendergast, C. (2000). The water in the fishbowl: Historicizing Ways with Words. Written Communication, 17(4), 452–490.
Tesser, P., Merens, J. and Van Praag, C. (1999). Rapportage minderheden 1999: Positie in het onderwijs en op de arbeidsmarkt. (Minorities Report 1999. Position in the educational system and on the labor market). Den Haag: Sociaal en Cultureel Planbureau.
Tesser, P. and Iedema, J. (2001). Rapportage minderheden 2001: Vorderingen op school. (Minorities Report 2001. Progress at school). Den Haag: Sociaal en Cultureel Planbureau.
Van de Molengraaf, G.W.J. (Ed.) (n.d.), De wereld in getallen: Rekenboek 5b. (The world in figures. Textbook 5b). Den Bosch: Malmberg.
Van der Hoek, J. (1994). Socialisatie in migrantengezinnen: Een basis voor opvoedingsondersteuning (Socialization in migrant families. A base for supporting education). Maarssen: Elsevier/De Tijdstroom.
Wolfe, J. (2000). Gender, ethnicity and classroom discourse: Communication patterns of Hispanic and White students in networked classrooms. Written Communication, 17(4), 491–519.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Kluwer Academic Publishers
About this chapter
Cite this chapter
Elbers, E., de Haan, M. (2004). Dialogic Learning in the Multi-Ethnic Classroom. In: van der Linden, J., Renshaw, P. (eds) Dialogic Learning. Springer, Dordrecht. https://doi.org/10.1007/1-4020-1931-9_2
Download citation
DOI: https://doi.org/10.1007/1-4020-1931-9_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1930-2
Online ISBN: 978-1-4020-1931-9
eBook Packages: Springer Book Archive