Abstract
How do cultural and institutional factors interact in shaping preference structures? This paper presents a cross-cultural analysis of disagreements in three different classroom settings: (1) a year 6 (ages 11-12) mainstream class in England, (2) a fifth-grade class of gifted students in the United States, and (3) a fourth-grade mainstream class in Israel. The aim of the study is to investigate how disagreements are enacted in these settings, exploring the influence of cultural communicative norms on the one hand and pedagogical goals and norms on the other. The study highlights culture-specific discursive patterns that emerge as the teacher and students manage a delicate balance between often clashing cultural and educational motives.
Original language | English |
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Pages (from-to) | 211-255 |
Number of pages | 45 |
Journal | Intercultural Pragmatics |
Volume | 13 |
Issue number | 2 |
DOIs | |
State | Published - 1 Jun 2016 |
Keywords
- classroom discourse
- cross-cultural analysis
- cultural norms
- disagreement
- pedagogic goals
All Science Journal Classification (ASJC) codes
- Language and Linguistics
- Communication
- Linguistics and Language