|Author(s)||Sarah Chepkirui Creider|
|Title||Student talk as a resource: Integrating conflicting agendas in math tutoring sessions|
|Tag(s)||EMCA, Language instruction, Pedagogical interaction, Institutional interaction, Conflicting goals, Teacher talk, Initiation|
|Journal||Linguistics & Education|
Encouraging student interests while simultaneously accomplishing specific pedagogical goals can require subtle and complex work on the part of teachers. Balancing these competing demands is especially difficult when students initiate a next-action that differs from their teacher's lesson plan. This article, based on a corpus of videotaped math tutoring sessions with young children, describes how an experienced teacher handles this dilemma. Using a consistent set of practices, the teacher manages to integrate potentially conflicting student initiations into her pedagogical goals. Together, these practices make up what I call the Integration Sequence. Findings show that, rather than being a problem to be solved, unexpected student turns can become a resource for integration, both of student and teacher initiatives, and also of potentially conflicting institutional goals for the teacher.