-
Transcribing whole-body sense-making by non-dominant students in multilingual classrooms Classroom Discourse Pub Date : 2021-04-12 Robyn Tyler
ABSTRACT Whole-body sense-making offers insights for the analysis of identity work in learning in multilingual classroom contexts. The concept has the potential to draw together two strands of classroom discourse scholarship, namely multilingual and multimodal discourse studies. The data presented in this paper constitutes a moment of whole-body sense-making in Science learning in a multilingual South
-
“Laughing moments”: the complex negotiation of laughing acts among students and teachers in an English as a second language classroom Classroom Discourse Pub Date : 2021-03-31 Yumi Matsumoto, Jay Jo Lee, Eunhee Kim
ABSTRACT Using multimodal conversation analysis, this study closely examines moments when an instructor’s embodied explanations elicit laughter from his students – which we refer to as laughing moments – in an English as a second language classroom. Such laughing moments can exhibit students’ attention to the teacher’s explanation and also illuminate learner agency in deciding what is laughable and/or
-
Proffering absurd candidate formulations in the pursuit of progressivity Classroom Discourse Pub Date : 2021-02-17 Cheikhna Amar, Zachary Nanbu, Tim Greer
ABSTRACT Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is hearably inappropriate/inaccurate and therefore
-
Young students’ treatment of synthetic voicing as an interactional resource in digital writing Classroom Discourse Pub Date : 2021-02-14 Niklas Norén, Helen Melander Melander Bowden, Ann-Carita Evaldsson
ABSTRACT This multimodal conversation analysis study is part of a larger video ethnographic project that explores the media literacy practices that children develop as they use digital and mobile technologies. The study investigates how Swedish students in grades 3–4 make use of text to speech (TTS) technology as an interactional resource during collaborative writing on iPads in the classroom. The
-
Research methods for educational dialogue Classroom Discourse Pub Date : 2021-02-03 Sarah Chepkirui Creider
(2021). Research methods for educational dialogue. Classroom Discourse. Ahead of Print.
-
Researching classroom interaction: a student guide Classroom Discourse Pub Date : 2020-12-04 Derya Duran
(2020). Researching classroom interaction: a student guide. Classroom Discourse. Ahead of Print.
-
Conversational functions of ‘I know’, ‘you know’ and ‘we know’ in collaborative writing of primary school children Classroom Discourse Pub Date : 2020-10-14 Anke Herder, Jan Berenst, Kees de Glopper, Tom Koole
ABSTRACT This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding ‘I know’, ‘you know’ and ‘we know’. First, students position themselves as knowledgeable, to (i) express a preannouncement
-
East Asian perspectives on silence in English language education Classroom Discourse Pub Date : 2020-10-08 Stephen Daniel Looney
(2020). East Asian perspectives on silence in English language education. Classroom Discourse. Ahead of Print.
-
An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence Classroom Discourse Pub Date : 2020-09-18 Jaume Batlle, Maria del Mar Suárez
ABSTRACT Listening materials are commonly developed so students show their understanding of a specific oral discourse. Oral interactions provided in textbooks are resources in which different interactional practices are involved, repair practices being one of these. This article seeks to explore, first, the types of repair practices found in Spanish as a Foreign Language (SFL) textbook listening interactions
-
Towards a shared vision of language, language learning, and a school project in emergence Classroom Discourse Pub Date : 2020-09-08 Riikka Tumelius, Leena Kuure
ABSTRACT Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants’ interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants’ changing needs in modern learning environments, characterised by linguistic and technological
-
Subject literacy in culturally diverse secondary schools: supporting EAL learners Classroom Discourse Pub Date : 2020-07-27 Kelly Katherine Frantz
(2020). Subject literacy in culturally diverse secondary schools: supporting EAL learners. Classroom Discourse. Ahead of Print.
-
Classroom socialisation: repair and correction in Japanese as a heritage language Classroom Discourse Pub Date : 2020-07-23 Matthew Burdelski
ABSTRACT This paper explores the classroom socialisation of a mundane institutional language policy regarding the use of the target language: Japanese. Based on audiovisual recordings in a Japanese as a heritage language (JHL) classroom, it analyses episodes when teachers initiated repair on children’s novel English loanwords (i.e. English-based words pronounced in Japanese but not widely accepted
-
Laughter and smiling: sequential resources for managing delayed and disaligning responses Classroom Discourse Pub Date : 2020-06-29 Stephen Daniel Looney, Yingliang He
ABSTRACT This paper investigates the use of laughter and smiling to manage (dis)affiliation during two types of disturbances in the interactional unfolding of classrooms: delayed and disaligning responses. The analysis reveals that the sequential position and embodied turn design are integral to understanding the (dis)affiliative work laughter and smiling do. Around delayed responses, a teacher and
-
Social interaction in language teacher education Classroom Discourse Pub Date : 2020-05-27 Joanna Baumgart
(2020). Social interaction in language teacher education. Classroom Discourse. Ahead of Print.
-
Relating through instructing: affiliative interactional resources used by the teacher when giving feedback on student work Classroom Discourse Pub Date : 2020-05-13 Elena Shvidko
ABSTRACT Providing feedback on student work is a vital part of pedagogy. However, instructors may inadvertently create a distance between themselves and students by asserting authority when evaluating students’ work. This may conflict with maintaining a positive atmosphere in the classroom and developing interpersonal solidarity with students, which is crucial for teacher–student rapport. Therefore
-
Initiation and decision-making of joint activities within peer interaction in student-centred mathematics lessons Classroom Discourse Pub Date : 2020-04-26 Anniina Kämäräinen, Lasse Eronen, Piia M. Björn, Eija Kärnä
ABSTRACT This study describes how students initiate and manage transitions between activities during group-work. Audio and video recordings were collected in secondary school mathematics lessons (6 x 75 min) based on student-centred learning and the idea of minimal teacher instruction. In these lessons, the students were given the responsibility to initiate and direct their own activities. Drawing
-
The embodied work of teaching, edited by Joan Kelly Hall and Stephen Daniel Looney, Bristol, Multilingual Matters, 2019, xii + 228 pp., £34.95, ISBN 978-1-77892-548-8 Classroom Discourse Pub Date : 2020-04-23 Alfred Rue Burch
(2020). The embodied work of teaching, edited by Joan Kelly Hall and Stephen Daniel Looney, Bristol, Multilingual Matters, 2019, xii + 228 pp., £34.95, ISBN 978-1-77892-548-8. Classroom Discourse. Ahead of Print.
-
Representations of anorexia in an EAP classroom: critically engaging with the body and its discourses Classroom Discourse Pub Date : 2020-04-02 Christian W. Chun
ABSTRACT Aside from mentioning possible issues of hidden identities and curriculum development relating to anorexia, little research has been done exploring how discourses of eating disorders and images of the body have been mediated by teachers and learners in the English for Academic Purposes (EAP) classroom. Drawing upon an ethnographic EAP classroom case study, this article explores how particular
-
Concluding thoughts on applying critical discourse analysis to classrooms Classroom Discourse Pub Date : 2020-04-02 Catherine Wallace
ABSTRACT Classroom discourse is an interdisciplinary area of study that contributes to multiple domains of knowledge, including pedagogy, teacher training, second language acquisition, and communities of practice, to name a few. As classroom discourse continues to grow and evolve, so too have the approaches used by scholars to investigate the discourse in classroom discourse. The current special issue
-
Investigating ideology through framing: a critical discourse analysis of a critical literacy lesson Classroom Discourse Pub Date : 2020-04-02 Csilla Weninger
ABSTRACT This paper examines classroom discourse from English lessons that implemented a critical literacy unit focused on a contextualised social issue. Utilising the theoretical notion of frame, the analysis of classroom excerpts highlights how ideologies about English teaching and learning at times enter the discourse of the classes, not only overtly through the teacher’s talk but also through the
-
Applying critical discourse analysis to classrooms Classroom Discourse Pub Date : 2020-04-02 Christopher J. Jenks
ABSTRACT This special issue provides a collection of cutting-edge and state-of-the-art research that examines the wider sociocultural and sociopolitical aspects of classroom discourse. The current issue is the journal’s first attempt to collectively explore what can be captured when looking at classroom discourse through a critical lens. The contributors of the special issue draw from theoretical perspectives
-
Neoliberal governmentality in global English textbooks Classroom Discourse Pub Date : 2020-04-02 Pau Bori
ABSTRACT The purpose of this paper is to contribute to the growing body of literature critically analysing the relation between neoliberalism and the global English Language Teaching (ELT) textbook with a new perspective. In this study, neoliberalism is regarded not only as an economic policy paradigm, but especially in a Foucauldian way, as a form of governmentality, with its emphasis on the responsibilisation
-
Question-formatted reproaches in classroom management Classroom Discourse Pub Date : 2020-02-05 Revert Klattenberg
ABSTRACT This paper provides a micro-analytical investigation into the action formation and ascription of interrogatives as reproaches and the interactional exigencies and functions that motivate this reproach design choice for classroom management. It is shown how the participants draw on an interplay of turn-design, epistemic territories and features of sequence organisation to produce these question-formatted
-
Research methods for classroom discourse Classroom Discourse Pub Date : 2020-01-07 Tom Morton
Classrooms, however defined, with their communication processes, are where education still mainly ‘gets done’, and many novice and more experienced researchers with an interest in pedagogy will at ...
-
Editorial Classroom Discourse Pub Date : 2020-01-02 Olcay Sert
Welcome to Volume 11, issue 1 of Classroom Discourse. Our first issue in 2020 features five research articles reporting findings from physical and online learning environments. The topics investigated include minimal response tokens (e.g. mm hm) and how they create space for learning (Girgin and Brandt 2020), epistemic positioning in online discussion forums (Warren and Paulus 2020), the use of indexical
-
Interactional and epistemic challenges in students’ help-seeking in sessions of mathematical homework support: presenting the problem Classroom Discourse Pub Date : 2019-11-25 Johanna Svahn, Helen Melander Bowden
ABSTRACT This article concerns students’ help-seeking in one particular educational setting in Sweden, namely mathematical homework support. It presents in-depth analyses of video-recorded instances of interactions using multimodal conversation analysis. By exploring how tutors and students with no prior interactional history collaboratively establish an agreement upon what constitutes the student’s
-
The turn of the page: spoken quotation in shared reading Classroom Discourse Pub Date : 2019-10-08 John Gordon
ABSTRACT This article examines spoken quotation in literary study during discussion of novels in junior and senior classrooms. It focusses on teachers’ third-turn exposition for literary-critical talk, a space where the modality of texts is transformed from print to oral expression. Teachers’ spoken quotation develops students’ sensitivity to how literary texts position their readerly perspective and
-
‘English or Swedish please, no Dari!’ – (trans)languaging and language policing in upper secondary school’s language introduction programme in Sweden Classroom Discourse Pub Date : 2019-10-01 Annaliina Gynne
ABSTRACT This article examines multilingual interactions in an upper secondary Language Introduction Programme (LIP) classroom in Sweden. The LIPs, highly affected by both glocal linguistic and cultural diversity and the monolingual-monocultural habitus of the surrounding society, offer recently arrived immigrant youth (ages 16–19) education where emphasis is on the majority language of the surrounding
-
‘What is it called in Spanish?’: Parallel Monolingualisms and translingual classroom talk Classroom Discourse Pub Date : 2019-10-01 Carla Jonsson
ABSTRACT In a bilingual school, the linguistic and semiotic resources of students who speak one, two or several languages can be used in classroom discourse in order to embrace and strengthen the multiplicity of voices and languages in teaching and learning. In this article, four English language lessons – where the medium of instruction mainly oscillates between Swedish and English, and where Spanish
-
Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: challenging monoglossic/post-colonial orthodoxies Classroom Discourse Pub Date : 2019-10-01 Margie Probyn
ABSTRACT The majority of learners in South African schools are African language speakers, yet the dominance of English in the political economy has meant that schools choose to switch to English medium instruction by Grade 4, before learners have the necessary English proficiency to access the curriculum, with negative effects on learning. This paper outlines South Africa’s long engagement with such
-
Translanguaging: a coda to the code? Classroom Discourse Pub Date : 2019-10-01 Ofelia García
ABSTRACT This coda considers how translanguaging discourse is manifested in classrooms. Li Wei and Lin open up spaces of possibility for translanguaging by questioning the order of language. In so doing, the school code assumes its appropriate place as a system of coloniality.
-
Challenges and directions in implementing translanguaging pedagogy for low achieving students Classroom Discourse Pub Date : 2019-10-01 Viniti Vaish
ABSTRACT What are the challenges faced by a research team in implementing translanguaging pedagogy in a multilingual classroom? What implications does this research project have for researchers in other geographies and other languages? This paper answers these questions on the basis of 7 English reading classes and interviews of teachers and students recorded in August 2012 in School W, located in
-
Uncovering the universals of ubuntu translanguaging in classroom discourses Classroom Discourse Pub Date : 2019-10-01 Leketi Makalela
ABSTRACT Increasing international mobility has raised awareness on the fluidity and porous nature of boundaries not only between nation states, but also between named languages. Despite the complexities of overlaps across a wider spectrum of languages and classrooms worldwide, orthodox education programmes still reflect monolingual and epistemic biases, which disproportionately put the majority of
-
Exploring the role of translanguaging in linguistic ideological and attitudinal reconfigurations in the Spanish classroom for heritage speakers Classroom Discourse Pub Date : 2019-10-01 Josh Prada
ABSTRACT The present study explores how translanguaging serves as vehicle to (help) re-configure linguistic attitudinal and ideological structures in a university Spanish course for heritage speakers. Specifically, it focuses on the links between exposure to (and engagement in) classroom translanguaging and the participants’ challenging of traditional monoglossic ideologies governing folk imaginary
-
Translanguaging by Design in EFL Classrooms Classroom Discourse Pub Date : 2019-10-01 Christian Fallas Escobar
ABSTRACTThis study presents the analysis of a translanguaging by design activity I conducted with students finishing an EFL program at a Costa Rican university, for which I showed them pictures of ...
-
Translanguaging classroom discourse: pushing limits, breaking boundaries Classroom Discourse Pub Date : 2019-10-01 Li Wei, Angel M. Y. Lin
In March 2009, Li Wei and Peter Martin published a special issue of the International Journal of Bilingual Education and Bilingualism (Volume 12, Number 2) on ‘Conflicts and Tensions in Classroom Codeswitching’ that they jointly edited. Peter passed away unexpectedly shortly after that, on 24th April. The present volume is a sequel to that special issue and a tribute to Peter. He was a great friend
-
Correction Classroom Discourse Pub Date : 2019-09-17
(2020). Correction. Classroom Discourse: Vol. 11, No. 4, pp. 393-393.
-
Conversation analytic perspectives on English language learning, teaching and testing in global contexts Classroom Discourse Pub Date : 2019-09-04 Carmen Konzett-Firth
(2020). Conversation analytic perspectives on English language learning, teaching and testing in global contexts. Classroom Discourse: Vol. 11, No. 4, pp. 388-392.
-
Setting the group agenda: negotiating deontic rights through directives in a task-based, oral, L2, group assessment Classroom Discourse Pub Date : 2019-09-02 Michael Stephenson
ABSTRACT The use of group-based, task-oriented, peer interaction formats in classroom and public L2 speaking tests has grown in recent years. However, these assessments have received comparatively little attention when compared to other formats such as the oral proficiency interview (OPI). In order to better understand the local exigencies of this group-based, peer interaction format, the current paper
-
The dialectical unfolding of paradigmatic and narrative thinking in a Chinese-as-a-foreign-language classroom Classroom Discourse Pub Date : 2019-07-23 Sheng-Hsun Lee
ABSTRACT How do language instructors fulfill institutional mandates while also nurturing students’ interest? What becomes of this process when it unfolds not in one class meeting but in a series of pedagogical events? Classroom research has suggested the importance of integrating authentic, conversational, and rapport-building talk with instructional practices. What remains unknown but central to classroom
-
Teachers’ pass-on practices in whole-class discussions: how teachers return the floor to their students Classroom Discourse Pub Date : 2019-05-28 Annerose Willemsen, Myrte N. Gosen, Tom Koole, Kees de Glopper
ABSTRACT This paper reports on a conversation analytic study into the pass-on turns that teachers produce to return the floor to the class following one student’s contribution, in the context of whole-class discussions around texts in 4th grade history and geography lessons. These pass-on turns are remarkable, as the teachers take the turn in order to convey that they will not be responding, but are
-
Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence Classroom Discourse Pub Date : 2019-05-24 Ufuk Girgin, Adam Brandt
ABSTRACT Studies on Second Language (L2) classroom interaction have placed a great deal of emphasis on the value of teacher third-turn feedback practices. However, the roles that seemingly minor aspects of interaction like minimal response tokens (e.g. ‘Mm’, ‘Mm hm’, ‘Uh huh’, ‘Okay’, ‘Yeah’) play as a feature of these practices have not been investigated in great detail. Studies which have sought
-
Wearing two hats: managing affiliation and instruction when responding to learner-initiated experiences in the adult ESL classroom Classroom Discourse Pub Date : 2019-05-23 Carol Hoi Yee Lo
Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while a...
-
Co-adaptation processes in plenary teacher-student talk and the development of L2 interactional competence Classroom Discourse Pub Date : 2019-05-22 Carmen Konzett-Firth
ABSTRACT This paper shows how a language teacher and her students observably recalibrate their interactional behaviour over time. With respect to the students, this recalibration can be interpreted as increased L2 interactional competence. The participants’ turn designs indicate that they are contingent upon: 1) the local interactional context; 2) the students’ changing linguistic and interactional
-
‘Time to construct positive identities’: display questions in post observation teacher feedback Classroom Discourse Pub Date : 2019-03-14 Helen Donaghue
ABSTRACT This article focuses on the use of display questions to construct positive identities in post observation feedback talk between in-service English language teachers and a supervisor. Using a linguistic ethnographic framework, microanalysis of dyadic feedback interaction is supplemented with ethnographic data gathered from participant perspective interviews and researcher knowledge of the research
-
Topic management and student initiation in an advanced Chinese-as-a-foreign-language classroom Classroom Discourse Pub Date : 2019-03-07 Frank M. Dolce, Rémi A. van Compernolle
ABSTRACT The focus of this article is on topic management and student initiation in the context of an advanced university-level Chinese-as-a-foreign-language class. Drawing on a corpus of 17.5 h of video-recorded classroom interactions, we focus on the ways in which students initiate topic expansions, thereby disrupting the IRF structure of discourse and enhancing learning opportunities. We identified
-
Coordinating attention in a classroom environment which includes both physical and virtual spaces Classroom Discourse Pub Date : 2019-03-01 Elina Tapio
ABSTRACT Through detailed multimodal analyses, this article shows how participants of an English language course create and manage sites of attention for achieving collaboration across multiple spaces. The ethnographic data for the study comes from an English language course ‘Academic reading’ offered for university students majoring in Finnish Sign Language. The paper examines a classroom situation
-
Postgraduate students’ accomplishment of epistemic positioning through personal experience in online discussion forums Classroom Discourse Pub Date : 2019-03-01 Amber N. Warren, Trena M. Paulus
ABSTRACT Few studies have investigated epistemic positioning in online postgraduate courses. Such courses in US contexts rely heavily on asynchronous online discussion forums. This study investigates how postgraduate students’ patterned use of personal experience tellings functioned in the construction of their epistemic positioning (as ‘expert’ or ‘novice’) as they participated in these forums. Analysis
-
The indexical nature of classroom discourse: the role of technology integration Classroom Discourse Pub Date : 2019-03-01 May Jadallah, Hyun-Sook Kang, Alycia M. Hund, Elizabeth M. Kirby
ABSTRACT This study explored how fifth-grade teachers and their students use indexical expressions (i.e. verbal expressions to convey the degree of certainty or tentativeness) as being indicative of dialogism in whole-class discussions in four elementary classes. Half of the classes received instruction on geographic information system (GIS)-related topics by way of technology integration and inquiry-based
-
The use of social semiotics multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers Classroom Discourse Pub Date : 2019-03-01 Luciana Moro, Eduardo F. Mortimer, Andrée Tiberghien
ABSTRACT The aim of this study is to better understand how teachers use various embodied semiotic modes – speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practices of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse
-
Repair sequences in ‘off-task’ conversations in an EFL university classroom in Japan: Japanese language resources and learning opportunities Classroom Discourse Pub Date : 2019-01-07 Paul Stone
ABSTRACT In this article, I use conversation analysis (CA) to focus on how Japanese language resources are used in repair sequences that occur in ‘off-task’ English interactions in a lower-level EFL classroom at a Japanese university, considering how this may create opportunities for learning. While previous research has found that ‘off-task’ peer interactions in EFL classrooms will often be in the
-
Relationship building in L2 telecollaboration: examining language learner closings in online text-based chats Classroom Discourse Pub Date : 2019-01-02 Christine Kampen Robinson, Grit Liebscher
ABSTRACT Online exchanges among learners are an important form of communication in language learning contexts. This is due to the affordances this medium of communication creates for learning as well as the growing interest in internationalization of curricula. In fact, online communication can foster connections between people, including learners, across the globe. This paper is based on a qualitative
-
Accounting for spellings: Ambisyllabic consonants in L2 German spelling discussions Classroom Discourse Pub Date : 2019-01-02 Barbara Geist, Maxi Kupetz, Karen Glaser
ABSTRACT In primary-level German writing instruction, spelling discussions (German: Rechtschreibgespräche) have become a well-established interactional method of teaching orthography, prompting the children to exchange their hypotheses about orthographic features of written words. Focusing on spellings of ambisyllabic consonants, this conversation-analytic paper reports about teacher-led and small-group
-
‘Well let me put it uhm the other way around maybe’: Managing students’ trouble displays in the CLIL classroom Classroom Discourse Pub Date : 2019-01-02 Marit Aldrup
ABSTRACT This study is concerned with repair practices that a teacher and students employ to restore intersubjectivity when faced with interactional problems in a Content and Language Integrated Learning (CLIL) classroom. Adopting a conversation analytic (CA) approach, it examines the interactional treatment of students’ verbal and embodied trouble displays in a video-recorded, teacher-fronted geography
-
L2 classroom contexts: deviance, confusion, grappling and flouting Classroom Discourse Pub Date : 2019-01-02 Paul Seedhouse
ABSTRACT Seedhouse (2004) suggested that L2 classroom interaction can be understood in terms of sub-varieties or L2 classroom contexts. These are the ‘interfaces’ between pedagogy and interaction in which a particular pedagogical focus combines with a particular organisation of the interaction. However, Conversation Analysis does not see such organisations as a fixed set of prescriptive rules, but
-
‘Embracing social interaction in the L2 classroom: perspectives for language teacher education’ – an introduction Classroom Discourse Pub Date : 2019-01-02 Karen Glaser, Maxi Kupetz, Hie-Jung You
This special issue arose out of the international interdisciplinary symposium ‘From Interaction Research to the Language Classroom: Integrating Academic Research and Teacher Education,’ which was held in Hanover, Germany, in September 2017 and funded by Volkswagen Foundation. As did the conference, the special issue reflects our attempts to advance research on language classroom interaction and foreign/second
-
Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners Classroom Discourse Pub Date : 2019-01-02 Thorsten Huth, Emma Betz, Carmen Taleghani-Nikazm
ABSTRACT The goal of this paper is to enhance the quality of language teaching and improve language teacher training by making spoken interaction research accessible to practitioners. Research on teacher cognition has shown that basic beliefs and assumptions about language affect language teacher training programs and language teachers’ priorities in the classroom. Such beliefs tend to reflect teachers’
-
‘This is where my inner history teacher appears’: a methodological approach to analysing student teachers’ professional identity in interaction Classroom Discourse Pub Date : 2018-12-05 Johan Christensson
ABSTRACT By testing a model for analysing identity in interaction, the present article explores how a history student teacher produces social identity in relation to his future profession as a teacher, with an important point of departure being the relationship between the academic and professional aspects of teacher education. This is addressed through an empirical analysis of a student teacher’s
-
Impromptu vocabulary work in English mother tongue instruction Classroom Discourse Pub Date : 2018-10-01 Kirsten Stoewer, Nigel Musk
ABSTRACT This paper examines how unplanned vocabulary work arises out of students’ talk. Furthermore, we show how the teacher and students jointly contribute towards the ensuing teaching trajectories, whereby the vocabulary items are turned into ‘teachables’, i.e. interactionally emergent objects of explicit teaching. In doing so, we also explore what aspects of vocabulary knowledge are targeted. This
-
Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations Classroom Discourse Pub Date : 2018-10-01 S. Houen, S. Danby, A. Farrell, K. Thorpe
ABSTRACT Teachers’ interactional practices shape children’s displays of knowledge. Teachers often rely on direct interactional devices, such as questions, to call for knowledge displays from children. However, case examples suggest that interactional strategies that downgrade teachers’ expert status, such as ‘I wonder…’ formulations may enhance child agentic participation. From 170 h of video-recorded
Contents have been reproduced by permission of the publishers.