A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, the United States, and Israel

Hadar Netz, Adam Lefstein

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)211-255
Number of pages45
JournalIntercultural Pragmatics
Volume13
Issue number2
DOIs
StatePublished - 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

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