Responding artfully to student-initiated departures in the adult ESL classroom
In: Linguistics and Education, Jg. 33 (2016-04-01), S. 28-39
Online
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Zugriff:
Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other ( Paoletti & Fele, 2004 ). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education.
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Responding artfully to student-initiated departures in the adult ESL classroom
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Autor/in / Beteiligte Person: | Tadic, Nadja ; Hansun Zhang Waring ; Reddington, Elizabeth |
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Zeitschrift: | Linguistics and Education, Jg. 33 (2016-04-01), S. 28-39 |
Veröffentlichung: | Elsevier BV, 2016 |
Medientyp: | unknown |
ISSN: | 0898-5898 (print) |
DOI: | 10.1016/j.linged.2015.12.001 |
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