ojsadmin__Allyson_Jule_-_All_together_now

AJOTE Overview

• Volume: 7

• Issue: No. 1

• Pages: 1-18

• ISSN: 1916-7822

• Title: All together now: Choral responses, gender and linguistic space in a Cameroonian primary classroom

• Author: Allyson Jule

• Affiliation: Trinity Western University, Canada

• Published: 2018

Abstract

• Research Focus: Examines student contributions in a Cameroonian classroom using Conversational Analysis and Muted Group Theory.

• Methodology: Analyzes gendered linguistic space through choral responses among primary school students.

• Context: Highlights the uniqueness of classroom interactions in African settings compared to Western contexts.

Introduction

• Variables Influencing Participation: Geographic location, culture, age, social class, personality, ethnic identity, religion, gender.

• Importance of Sociolinguistics: Provides deeper understanding of spoken discourse and its relevance to learning.

• Teaching Methods: Focus on choral responses as a traditional method in African classrooms, contrasting with Western practices.

Contextual Background

• Cameroon Overview:

  • Located in Central Africa; bordering countries include Nigeria and Equatorial Guinea.

  • Recently affected by conflicts, including the Boko Haram insurgency.

• Comparative Educational Framework:

  • Canada has a well-funded, inclusive education system.

  • Cameroon’s education is underfunded (3% of national budget) and faces accessibility issues, especially for girls.

  • Historical reliance on missionary-established schools impacts current educational structure.

Gender Dynamics in Education

• Participation Rates:

  • Approximately 50% of girls and 57% of boys in primary school as of 2011.

  • Barriers for girls include early marriage, harassment, and socio-cultural biases.

• Educational Challenges: Underfunding leads to poor facilities and resources. Emphasizes traditional teacher-centered, exam-oriented pedagogy prevalent in Cameroon.

Classroom Methodology

• Teacher’s Role: Teachers dominate discourse; 90% of spoken words during lessons are teacher-led.

• Choral Responses:

  • A key method for engaging students.

  • Enables equal participation but might mask underlying gender disparities.

• Linguistic Space Analysis: Examines who speaks; traditionally, boys dominate conversation in Western contexts, yet this differs in Cameroonian classrooms.

Data Collection and Analysis

• Context of Study:

  • Focused on Mrs. Abwa's second-grade mathematics lesson in Bamenda.

  • 30 hours of classroom footage were collected.

• Method: Conversational Analysis (CA) utilized to analyze interactions.

• Results Summary:

  • Teacher spoke 90% of the time, students spoke 10%, with 78% of student responses given in chorus.

  • Choral responses led to more equal contributions among students.

Findings

• Teacher-Student Dynamics:

  • No clear gendered speech differences observed; choral responses may lead to increased participation among girls.

  • The traditional transmission teaching model contrasts with Western individualized learning approaches.

• Cultural Considerations: Teachers display authority but also engagement and connection with students.

Conclusions and Implications

• Research Contributions:

  • Underscores the importance of recognizing diverse teaching strategies that may benefit student learning in different cultural contexts.

• Recommendations for Teachers: Choral methods not only foster engagement but could be beneficial in contexts where resources are limited.

• Further Research:

  • Encourages exploration of gender dynamics in different educational contexts, suggesting a need for varying teaching methods according to local cultural contexts.