This article describes how classroom interaction occurs between teacher educators (TEs) and students in three undergraduate programs of English language teacher education (ELTE) in Bogota, Colombia. Thirty-four sessions of classroom instruction of nine TEs were observed and transcribed. Data were analyzed under two methodologies—ethnomethodological conversation analysis (ECA) and self-evaluation of teacher talk (SETT). Findings reveal that ELTE classes are divided into transactional episodes that do not necessarily happen in the same order and that are composed of interaction patterns with an extended pedagogical purpose. Further analysis of these interaction patterns unveils that both TEs and students come into the classroom with a pre-planned conversational agenda which contains pedagogical and interactional purposes. Imbalance between both agendas creates instructional paradoxes that send mixed messages to students about how to interact with TEs in class activities. These findings open a discussion on how the identified patterns create a type of classroom interaction that is rather transactional than spontaneous. This discussion in turn contributes to discovering how classroom interaction may occur in ELTE undergraduate programs and how much of it truly achieves pedagogical and interactional goals.

中文翻译：

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TEFL课堂中的互动模式：特征和教学意义

本文介绍了哥伦比亚波哥大的三个英语教师教育本科课程（ELTE）中的教师教育者（TE）与学生之间的课堂互动方式。观察并抄录了九个TE的三十四次课堂教学。数据采用两种方法进行了分析：民族方法对话分析（ECA）和教师话语自我评估（SETT）。研究发现，ELTE类别被分为事务性事件，这些事件不一定以相同的顺序发生，而是由具有扩展教学目的的交互模式组成。对这些互动模式的进一步分析表明，TE和学生都通过预先计划好的包含教学和互动目的的对话议程进入课堂。两个议程之间的不平衡会产生教学悖论，从而向学生发送关于如何在课堂活动中与TE互动的混合信息。这些发现开启了关于确定的模式如何创建一种课堂交互而不是自发性的课堂讨论的讨论。反过来，此讨论有助于发现ELTE本科课程中课堂互动的方式，以及其中有多少确实达到了教学和互动目标。