An ethonography of interaction in two undergraduate literature classes at De La Salle University : analysis of questioning and responding in the classroom

This ethnography was an attempt to describe classroom interaction in two undergraduate literature classes at De La Salle University. Ethnographic monitoring was used to collect the needed data. This was done by personally attending, observing, and audiotaping each of the classes for 10 recitation sessions. The classes covered in the study were Introduction to Literary Forms (LITFORM) and Philippine Literature in English (PHILITE). The LITFORM class was monitored during the 3rd trimester, SY 1986-1987 the PHILITE class, during the 2nd trimester of SY 1987-1988. Qualitative data to describe classroom interaction in terms of the different problem areas identified in the study were analyzed and interpreted in the light of existing theories and literature on classroom processes and management. Certain quantitative data were statistically analyzed using the t-test and Chi-square (x2).On the basis of findings of the study, the following conclusions were made: 1) Undergraduate literature classes are structured in accordance with normative and developmental phases of instruction, each phase being a distinct instructional event aimed at attaining a specific pedagogical purpose 2) The nature of interaction in undergraduate literature classes is determined by the purposes of the different instructional events and the methods and techniques used toward the attainment of the pedagogical purpose of each event 3) The teacher remains the central figure in the classroom. The teacher plans and structures academic lessons, defines the tasks, and provides the opportunities for active student participation in the classroom 4) As expected, teachers have great control over the classes in terms of classroom talk 5) There is an attempt on the part of the teachers, to change the kinds of questions asked in the classroom from level systems which require students to simply retrieve factual information from reading text to levels which require students to see beyond the literal text and also require them to relate events and characters in their readings to their personal knowledge and experiences 6) There is an attempt, on the part of teachers to encourage students to ask their own questions, and to model the manner by which these questions can be answered 7) Textual congruence and cultural congruence 8) Students\u27 productivity in terms of tasks and talk can be negotiated through creative activities 9) The nature of student responses is dependent on the kind of question that elicited such responses and 10) The very culture of the classroom community provides the options and restrictions for student talk. Generally, students talk to answer questions, perform an academic task, and/or offer additional comments or information about the topic of discussion