TadicBox2019
| TadicBox2019 | |
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| BibType | INCOLLECTION |
| Key | TadicBox2019 |
| Author(s) | Nadja Tadic, Catherine DiFelice Box |
| Title | Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom |
| Editor(s) | Joan Kelly Hall, Stephen Daniel Looney |
| Tag(s) | EMCA |
| Publisher | Multilingual Matters |
| Year | 2019 |
| Language | English |
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| Book title | The embodied achievement of teaching |
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Abstract
Although it might be treated as a violation of institutional participation norms (Lemke, 1990), conversational talk in the classroom can offer learners valuable opportunities to build social roles, nurture interpersonal relationships, develop understandings (Edwards & Mercer, 1987; Lemke, 1990; Mehan, 1979), and, in the second language classroom, engage in authentic and spontaneous target language use (Park, 2016; Waring, 2014). Skillfully balancing both the institutional and interpersonal demands of the classroom is then crucial to the interactional achievement of teaching. In this chapter, we analyze how one third-grade teacher attends to the interpersonal and instructional contingencies of the second language classroom through a range of verbal and embodied resources. Drawing on Goffman’s (1974, 1981) concept of framing, we show that the teacher uses his prosody, gaze, body posture, and instructional materials to either mark transitions from “doing conversation” to “doing instruction” or to embed instruction into conversation, thus attending to both the institutional and the interpersonal simultaneously. We argue that such practices expand the notion of what constitutes teaching in the language classroom, and we consider possible implications for teachers who strive to incorporate students’ funds of knowledge into the classroom to create a rich learning environment.
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