CRITICAL BOOK REVIEW

S1-English Education
FBS-UNIMED

Score:

ANALYZING CONTEXTUALIZATION RESOURCES

“Classroom Discourse Analysis: A Tool for Critical Reflection (Rymes, 2008)”

Arranged by:

Nita Novena
Iin Sagita Marta Christina
Riris Rani Mukerji Rizki Trisnani
Manullang Saragih (2213321012)
Siringoringo (2211121033)
(2213121051) (2213321040)
(2213121061)

Lecturer: Prof. Dr. Siti Aisyah Ginting, M.Pd.

Course: Classroom Discourse Analysis (CDA)

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
SEPTEMBER 2023
 PREFACE

All praise and thanks go to the presence of God Almighty, who has bestowed His
grace, so that the author can complete the Critical Book Review (CBR) assignment on time
with the ability and knowledge that the author has. The author also thanks Prof. Dr. Siti
Aisyah Ginting, M.Pd. as a lecturer in the Classroom Discourse Analysis (CDA) course who
has directed the author to positive things. Acknowledgments also go to all parties who have
helped complete this paper.
This paper is prepared by the author as well as possible to fulfill the Critical Book
Review (CBR) assignment for the Classroom Discourse Analysis (CDA) course, and the
author of this paper is fully aware that in this paper there are still many shortcomings and
imperfections that are far from expectations. For this reason, the authors expect suggestions
and criticisms that are relevant to the improvement of this paper for future improvements.
The author will pay attention and consider the slightest suggestions and criticisms,
considering that nothing is perfect without constructive suggestions and criticism.
Previously, the author apologizes if there are mistakes in words that are less pleasing.
Finally, the author would like to thank, hope this paper can be useful as a source of reference
for readers.

Medan, 11th September 2023

Author

Group G

ii
 TABLE OF CONTENTS

TITLE PAGE
PREFACE ........................................................................................................................... ii
TABLE OF CONTENTS ................................................................................................... iii
IDENTITY OF BOOK........................................................................................................ 4
SUMMARY OF THE BOOK ............................................................................................. 4
DISCUSSIONS .................................................................................................................... 9
A. STRENGTHS OF THE BOOK .................................................................................. 9
B. WEAKNESSES OF THE BOOK ............................................................................. 10
IMPLEMENTATION ....................................................................................................... 10
CLOSING .......................................................................................................................... 11
A. CONCLUSIONS ...................................................................................................... 11
B. SUGGESTIONS....................................................................................................... 12
REFERENCE .................................................................................................................... 12

iii
IDENTITY OF BOOK
Title Classroom Discourse Analysis: A Tool for Critical Reflection
Author Betsy Rymes
Publisher Hampton Press.
Year 2008
Page 193-231
ISBN -

SUMMARY OF THE BOOK

CHAPTER 6: ANALYZING CONTEXTUALIZATION RESOURCES
The passage emphasizes the intricate and multifaceted nature of classroom
interactions, highlighting how subtle cues play a pivotal role in shaping our understanding of
the communication unfolding within this setting. These cues encompass a wide range of
elements, from accents to body language to physical objects like graffiti-covered papers.
Rather than a one-size-fits-all meaning embedded in words, our interpretation of language is
heavily influenced by these cues, which can lead to sometimes premature assumptions about
the ongoing interaction.
Contextualization Cues
This sub-chapter introduces the concept of "contextualization cues," which are non-
verbal aspects of communication that provide clues about how words are functioning in a
conversation. These cues can include intonation, volume, and body language. The passage
illustrates how slight variations in these cues can drastically change the interpretation of
spoken words. For example, the phrase "Oh, great" can be seen as sarcastic when spoken with
a lowered tone and downward intonation, but as a joyful exclamation when spoken with
rising intonation and increased volume.
The passage then introduces John Gumperz, a sociolinguist who conducted research
on cross-cultural communication. His studies focused on Indian English speakers in Great
Britain and aimed to understand why they experienced frequent misunderstandings with
British English speakers despite having impeccable English language skills. Gumperz found
that these misunderstandings were rooted in subtle differences in intonation and rhetorical
patterns ingrained in the speech of Indian English speakers.
 Common Contextualization Cues

4
 This category encompasses various non-verbal communication tools used in
classrooms, such as facial expressions, pitch, volume, tone of voice, word choice, and
body position. These cues play a critical role in conveying information about how
students should respond in class, signal the beginning or end of an event, indicate when
someone is telling a story, and define what constitutes relevant participation or humor.
 Systemic Contextualization Cues: Social Variation
This category delves into how contextualization cues can collect systematically to
create recognizable language variations associated with specific social groups. These
variations can encompass pronunciation, grammar, word choice, and discourse patterns.
The example of "Indian English" illustrates how certain features of language become
associated with a particular social variety, and individuals may shift into and out of these
varieties depending on the context and functional effects. In this case, language variations
can serve as social resources rather than liabilities.
 Systemic Contextualization Cues: Situational Variation
Situational variation refers to the changes in contextualization cues across different
situations or registers, such as formal, informal, professional, or casual settings. For
instance, the classroom is typically expected to have a relatively formal register, while
students may use a less formal register in other contexts like the playground or at home.
However, what constitutes a formal register can vary between regions, leading to
potential miscommunications.
Analyzing Contextualization Cues
In this passage, the author encourages educators to examine and analyze their own use
of contextualization cues within their classroom discourse. Contextualization cues are non-
verbal and subtle elements of communication that convey information about how words and
interactions are meant to be understood. The passage provides a chart summarizing potential
cues, emphasizing that this list is not exhaustive, and teachers don't need to transcribe every
single cue in their classroom interactions.
The author suggests that educators should consider how these cues function within
their classroom and for whom they are intended. While contextualization cues can be a
valuable resource for shaping relationships and communication in the classroom, they may
not be interpreted in the same way by all students.
 Combinations

5
 This passage discusses the significance of contextualization cues in combination
with other elements of communication in classroom discourse. It highlights two key
aspects: the role of combinations as resources and the potential for combinations to
become liabilities. While combinations can serve as valuable resources, the passage also
points out that they may not always be interpreted as intended. Different contexts may
lead to varying interpretations of these combinations. For example, a student's choice of
attire and language may be well-received among peers but may not be favorably viewed
by traditional teachers in the language classroom. In summary, the passage emphasizes
the intricate interplay of contextualization cues and combinations in classroom discourse,
highlighting their role as both resources and potential sources of misunderstanding and
challenges in communication.
 Context
This passage explores the concept of combinations in communication, emphasizing
their varying interpretations in different contexts and the potential consequences of these
interpretations. It also introduces the idea of communicative competence and highlights
the role of language socialization in understanding language use. In summary, the passage
emphasizes the complexity of communication, where combinations of contextualization
cues and linguistic elements are interpreted within specific contexts, influenced by
cultural and social factors. The concepts of communicative competence and language
socialization are introduced as tools for understanding and appreciating the diversity of
communication patterns.
 Indexing
This passage introduces the concept of "indexing" in the context of communication
and contextualization cues. Indexing is described as the action that gives meaning and
function to cues and combinations in communication. It is emphasized that certain cues
and combinations can have very different functions in different contexts, which can lead
to misunderstandings. In summary, indexing is a concept that highlights how cues and
combinations acquire meaning and function based on context, leading to different
interpretations and functions in various situations. Developing communicative
competence involves understanding and navigating these indexical properties in
multicultural contexts.
Analyzing Cues and Combinations in Context

6
 This passage emphasizes the importance of analyzing contextualization resources, such
as cues and combinations, in the context of classroom communication. Analyzing
contextualization resources in the classroom involves recognizing and understanding the
different forms of communicative competence that coexist among students and teachers.
When examining instances of misunderstanding in the classroom, it is essential to identify the
cues and combinations at play and consider what these combinations are indexing. This
analogy likens the analysis process to a lifeguard rescuing a drowning child from the bottom
of a pool, highlighting the importance of addressing communication challenges and
misunderstandings.
 Consequences
This passage discusses the negative consequences that can result from
misunderstandings and misinterpretations of contextualization cues in the classroom. It
highlights how students' ways of speaking, which may be meaningful in their home
contexts, can be perceived negatively or denigrated in the school environment, leading to
feelings of incompetence and disengagement. The passage underscores the role of
discourse analysis in addressing these issues and promoting a more inclusive classroom
environment.
The passage also illustrates the importance of recognizing and valuing students'
diverse ways of expressing knowledge and understanding. It cites the example of a
student named Gelson, whose mathematical competence was unrecognized in the
classroom because he could not articulate his knowledge in the formal language expected
by the teacher. This inability to express knowledge in the "right" way led to negative
evaluations and hindered his educational progress. The passage argues that learning
should encompass not just content but also the development of new ways of speaking and
communicating, particularly in subjects like math.
 Agency through Awareness of Contextualization Resources
This passage discusses the role of discourse analysis in promoting awareness and
agency in the classroom, particularly concerning contextualization cues and their impact
on communication. It begins by highlighting that discourse analysis can help educators
identify and address misunderstandings that often result from differences in
contextualization cues. These misunderstandings can be readily observed in the classroom
and serve as a starting point for teachers to take action.

7
 The passage emphasizes that studying classroom discourse often reveals inequalities
stemming from broader societal disparities. Recognizing these inequalities and taking
agency within the classroom involves challenging and subverting them rather than
perpetuating them. It underscores that discourse-level inequality in the classroom is often
a reflection of long-standing inequalities outside the educational setting.
In summary, the passage highlights how discourse analysis can be employed to
identify and address misunderstandings, inequalities, and assumptions related to
contextualization cues in the classroom. It stresses the importance of recognizing and
challenging these issues to promote a more inclusive educational environment while
simultaneously augmenting the agency of both teachers and students through explicit
awareness and discussions about language choices.
 Pulling it all Together: Multi-Dimensional Analysis of Contextualization Resources
This passage underscores the importance of discourse analysis in understanding and
addressing inequalities within classroom interactions. It emphasizes that discourse goes
beyond language within a context; it is a reflection of inequality within society, and
analyzing discourse provides the opportunity to challenge and refuse to perpetuate this
inequality in educational settings. The focus shifts to examining contextualization
resources, including cues, combinations, context, and consequences, as critical elements
in dissecting classroom discourse.
Furthermore, the passage highlights the importance of agency in addressing
misunderstandings and inequalities within classroom discourse. It encourages educators
to empower both themselves and their students by recognizing different perspectives and
assumptions that contribute to misunderstandings. By fostering student voice and choice
and reevaluating interactions, teachers can actively work towards changing the negative
consequences associated with various ways of speaking, ultimately creating a more
inclusive learning environment.
In summary, the passage emphasizes that discourse analysis is a valuable tool for
identifying and addressing inequalities within classroom interactions. It provides a
structured approach to analyzing contextualization resources and underscores the role of
agency in reshaping discourse dynamics to promote inclusivity and understanding in
educational settings.
Summary Conclusion
The author skilfully explains how language is not just a means of communication but
a tool that shapes the dynamics of the learning environment. The concept of
8
"contextualization resources" is introduced, highlighting the importance of cues,
combinations, context, and consequences in classroom discourse. We think this chapter
serves as a strong foundation for the exploration of discourse analysis in an educational
setting.
We appreciate the practical examples that demonstrate how cues can be interpreted
differently in various contexts. This chapter deepens our understanding of the complexities of
classroom communication. The author masterfully illustrates how misunderstandings can lead
to negative evaluations, potentially silencing students and hindering their learning experience.
We are compelled to reflect on the power dynamics at play within the classroom and the need
to address inequalities. This chapter leaves us pondering the far-reaching consequences of
language in education.
This book provides a comprehensive and enlightening journey into the world of
discourse analysis within educational settings. Each chapter contributes to a deeper
understanding of the complexities of classroom communication, leaving readers with a
heightened awareness of the power of language and the potential for positive change in
education. We think this book is an invaluable resource for educators, researchers, and
anyone interested in the intersection of language and learning.

DISCUSSIONS
A. STRENGTHS OF THE BOOK
Well, in chapter 6 of the book entitled "Classroom Discourse Analysis" written by
Betsy Rymes, it is complete and detailed in presenting material regarding "Analyzing
Contextualization Sources" where the author also explains the smallest indicators of
Contextualization in the classroom, such as in terms of contextualization cues in the
classroom. Classroom, language features, language socialization, systematic, combination,
communicative competence, and so on so for. Apart from that, the language style used in
explaining the material is quite easy to understand because the level of vocabulary used is not
too difficult. The writing method used is also correct, such as italics in Latin words. This
chapter also not only presents material regarding contextual analyzing, but at the end of this
chapter, the author also provides reflective activities aimed at readers in order to assess
whether they understand enough. And finally, the author also suggests several articles related
to this chapter, such as John Gumperz's foundational article, "Sociocultural knowledge in

9
conversational inference." This is of course useful so that the writer also gets several
references in order to increase their knowledge about analysing contextualization.

B. WEAKNESSES OF THE BOOK

Looking for weaknesses in this book chapter is certainly a challenge and difficulty for
us to find. However, there is something lacking in this book chapter, such as the absence of
pictures or media that supported the materials explained. We think that by attaching
interesting images it will certainly make readers understand better and not get bored while
reading. Last but not least, we suggest that at the beginning of each chapter the author makes
a guide consisting of important points that will be discussed in this chapter in order to make it
easier for readers to explore what they will learn in this chapter.

IMPLEMENTATION
Step 1: Define Research Goals
Research Objective: Investigate how an English as a Second Language (ESL) teacher
facilitates English language development and encourages participation among ELLs
during a literature discussion.
Step 2: Select a Classroom Setting
Classroom: Mr. Rodriguez's high school ESL class.
Step 3: Gather Data
Record a classroom session where Mr. Rodriguez introduces and discusses a short story
in English.
Step 4: Transcription
Transcribe a portion of the recorded session:
Teacher (Mr. Rodriguez): "Good morning, everyone! Today, we're going to talk about
'The Gift of the Magi' by O. Henry. Maria, could you please summarize the story for us?"
Student (Maria, an ELL): "Sure, Mr. Rodriguez. It's about a couple who gives up their
most precious possessions to buy gifts for each other."
Step 5: Coding
Develop a coding scheme with categories like "Teacher Facilitation," "Student
Response," "Language Support," and "Encouragement Strategies."
Code the transcript, for example:
 Teacher Facilitation: Mr. Rodriguez assigns Maria a specific task.
 Student Response: Maria provides a summary of the story.

10
  Language Support: Mr. Rodriguez provides support by using simple language and
gestures.
 Encouragement Strategies: Mr. Rodriguez praises Maria's effort and encourages
other students to participate.
Step 6: Analysis
Analyze patterns:
 Mr. Rodriguez assigns specific roles to students to ensure participation.
 He provides language support to facilitate understanding.
 Positive reinforcement encourages participation and builds confidence.
Step 7: Interpretation
Interpret the findings:
Mr. Rodriguez's use of role assignments, language support, and positive reinforcement
effectively encourages ELLs to engage in English-language discussions.
Step 8: Report and Documentation
Write a research report summarizing your findings, including coded data and
interpretations.
Example excerpt: "The teacher's thoughtful facilitation strategies, as evidenced in the
transcript, create an inclusive environment that promotes English language development
and active participation among ELLs."
Step 9: Ethical Considerations
Ensure that participant consent and privacy are respected.
Step 10: Peer Review
Share your research with colleagues or submit it to an educational research journal for
peer review and feedback.

CLOSING
A. CONCLUSIONS
So, the conclusion for this chapter is that there are 4 ways, namely four "c" to overcome
the problems discussed in chapter 6, namely Contextualization cues, Combinations, Context,
and Consequences. These four are ways to solve problems in how to interact in class. So if
contextualization cues is how we choose words and speak, posture, intonation, waiting time
and speaking volume) and in combination with other clues—the way a person dresses, the
color of their skin, the way a person uses objects, such as a computer or other cultural tools—

11
contextualization cues become powerful resources that influence the way things happen the
function of our language; But in the wrong context, combinations can also occur obligation
and in certain contexts combinations function well in one context but troublesome in another.
Certain meanings cannot be carried everywhere, because combinations function differently in
different contexts, that is how they are important when we analyze discourse, to understand
how the context outside the classroom may inform how cues and combinations are used in
the classroom and by studying cues like these in our classrooms, we can potentially make
multiple worlds available to all participants in classroom discourse—the global can become
local. And the way to overcome the consequences is the tools of discourse analysis can be
used to raise our awareness of these conditions. By being aware of unfair discourse practices
that evaluate and can ultimately silence our students, we can use that knowledge to hear
students' ways of displaying knowledge and giving them a voice in classrooms.

B. SUGGESTIONS
We hope that in the future writers will pay more attention to the products they publish
material, writing, and objectives of the material presented. The next hope is that the author
can create even better works in the future and readers will get more information and comfort
when reading. We recommend have this book because it can broaden the reader's
insight in the future.

REFERENCE
Rymes, B. (2008). Classroom Discourse Analysis: A Tool for Critical Reflection. NJ:
Hampton Press. Retrieved September 2023

12