Creider2020

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Creider2020
BibType ARTICLE
Key Creider2020
Author(s) Sarah Chepkirui Creider
Title Student talk as a resource: Integrating conflicting agendas in math tutoring sessions
Editor(s)
Tag(s) EMCA, Language instruction, Pedagogical interaction, Institutional interaction, Conflicting goals, Teacher talk, Initiation
Publisher
Year 2020
Language English
City
Month
Journal Linguistics & Education
Volume 58
Number August 2020
Pages
URL Link
DOI https://doi.org/10.1016/j.linged.2020.100822
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

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.

Notes