Isler-etal2019

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Isler-etal2019
BibType ARTICLE
Key Isler-etal2019
Author(s) Nergiz Kardaş İşler, Ufuk Balaman, Ali Ekber Şahin
Title The interactional management of learner initiatives in social studies classroom discourse
Editor(s)
Tag(s) EMCA, Classroom discourse, Primary education, Learner initiatives
Publisher
Year 2019
Language English
City
Month
Journal Learning, Culture and Social Interaction
Volume 23
Number
Pages
URL Link
DOI https://doi.org/10.1016/j.lcsi.2019.100341
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Social studies courses are primary school level modules that draw on a diverse set of transdisciplinary subjects such as democracy, citizenship, history, human rights, ethics, religion, and culture to facilitate the development of students' socio-cultural knowledge. In line with the course objectives, teachers are expected to create an atmosphere of active student participation and build on learner contributions in order to ensure an extensive topic coverage through repeated transitions between various subject-matter contents. Despite its central importance, the role of teachers' interactional management of social studies classroom discourse remains largely unexamined. With this in mind, this study sets out to explore how a teacher orients to student-initiated sequences and by doing so, covers a range of subjects. Using multimodal conversation analysis for the examination of video-recordings captured in social studies classrooms in Turkey, we focus on a teacher's interactional management of student participation with specific reference to the management of emergent learner initiatives. Based on the analysis of a sample case that represents recurrent instances in the dataset, we describe how the teacher attends to learner contributions by deploying diverse interactional resources. The findings have implications for primary education, classroom discourse, and social studies courses.

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