Content area
Abstract
This study combines qualitative and quantitative methodological approaches in a microanalytic examination of discourse features found in the instructional interactions of six Inuit first language, two Inuit second language, and six non-Inuit second language teachers of Inuit children in northern Quebec. In particular, the study analyzes the discourse features that contribute to the formulation of differing forms of communicative competence required for successful performance in the classrooms of Inuit versus non-Inuit teachers as well as the potential effects of these differences on the classroom participation of Inuit students. The quantitative results are integrated with findings taken from participant observation and ethnographic interviews conducted with all teacher participants. The study attempts to separate those effects that might be due to second language pedagogy from those likely to be the result of underlying cultural differences. Variation in discourse organization due to teaching experience is also examined. The study is situated within a dialogical framework of discourse organization whereby participants socially construct meanings and interpretations of talk through communicative interaction. Results of the study have implications for theories of syncretism and adapted pedagogy in minority educational contexts, demonstrating how instructional interactions can be influenced by and adapted toward the learner, resulting in teaching practices that reflect an amalgamation of cultures.
