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CLASSROOM DISCOURSE OF GIFTED AND TALENTED STUDENTS: A CRITICAL ANALYSIS

This study examines the use of discourse in the classroom for gifted and talented students in which social processes are obscured in turn, types of questions asked by teachers, control of discourse and overall discourse structure (Aman, I. & Mustafa, R. (2006)). The analysis used is based on the theoretical framework of Critical Discourse Analysis (CDA) by Fairclough, N. In general, the process of communicating students in the classroom is generally said to be one-way. However, this study looks at the difference between having a higher level of communication between smart and smarter students than ordinary schoolgirls. Gifted and Talented students are categorized as students with high IQ, EQ and high cognitive skills. This diverse and talented student makes learning to study the process of discourse in the classroom is interesting. This study takes an audio recording of the teaching and learning of Malay Language classes. The results show that there are several features of discourse in the classroom that can be identified. This indicates that a process of interaction between students and teachers has taken place.