Participation, learning and exclusion in group work

Jeanine Deen (1), Nienke Zuidema (2)

RuG, Netherlands, The

WS172: Discourse in the multicultural school

In this paper we will focus on interaction among pupils during group work. The interaction in

three groups of 3 or 4 pupils in one of the schools of the research project is analyzed form

three different perspectives:

In terms of language output, group work provides better opportunities for pupils than whole

group or dyadic activities. Pupils are capable of producing meaningful and cognitively

demanding utterances and of demonstrating a growing understanding of the task. However,

they discussed the math project in their own language, hardly ever using math and school

language.

In terms of constructing joint knowledge ('learning'), the three groups show meagre results. Group work proves to be not a sufficient condition for learning in interaction. And thirdly, inclusion and exclusion are shown on a cognitive and social level in the interaction between the group members.

Session: Workshop (part 1)
Discourse in the multicultural school
Saturday, April 5, 2008, 09:00-10:30
room: 16