YALee2021a

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YALee2021a
BibType INCOLLECTION
Key YALee2021a
Author(s) Yo-An Lee
Title Tracing Teachers’ Ordering Decisions in Classroom Interaction
Editor(s) Silvia Kunitz, Numa Markee, Olcay Sert
Tag(s) EMCA, CLassroom Ordering, Classroom Interaction
Publisher Springer
Year 2021
Language English
City Cham
Month
Journal
Volume
Number
Pages 225–251
URL Link
DOI 10.1007/978-3-030-52193-6_11
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
Chapter

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Abstract

While discourse studies have uncovered regular structural patterns in classroom interactions, these patterns are often the result of interpretive decisions teachers make in performing various pedagogical actions. Notably, however, teachers’ instructional decisions often stretch beyond topical boundaries and are thus not limited to the current topics of their instruction. To capture teachers’ instructional decisions, it is necessary to trace the trajectories of interactional sequences in their entirety. This manuscript offers descriptions of these instructional decisions based on three data sets collected from an ESL composition course and two EFL content courses. The findings elucidate the processes in which classroom teachers make ordering decisions regarding when and how to discuss particular content knowledge. Teachers often enact these ordering decisions through topic shifts, which changes the direction of interactional trajectories. Tracing these sequences offer descriptions of the pedagogical practices teachers deploy that are illuminating for practitioners who have eyes for such practical details.

Notes