I have been wondering about how closely modes of discourse are
linked to participation structures in classrooms. For example, it seems
to me that a combination of whole class, recitiation script-like lessons
and solitary seatwork have a sort of natural affinity for bottom up,
basic-skills-first instruction.
Can a whole language approach be as easily carried out in such
a participation structure?
Alternatively, if one goes to activity-centered approaches, is
there a special affordance for Realistic Math or Comprehension-Focused
reading instruction?
Presumably somone has written pretty definitively on this topic.
Who and where? And if no one has, could someone offer some assistance
in thinking about the problem?
mike