AusderWIeschen2018

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AusderWIeschen2018
BibType ARTICLE
Key AusderWIeschen2018
Author(s) Maria Vanessa aus der WIeschen
Title Category-bound rights and obligations of young EFL learners in Denmark: The case of (extreme) differentiation
Editor(s)
Tag(s) EMCA, Denmark, EFL, Epistemics, Classroom, Membership Categorization
Publisher
Year 2018
Language English
City
Month
Journal Hacettepe University Journal of Education
Volume
Number 33
Pages 156–178
URL Link
DOI 10.16986/HUJE.2018038801
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This study investigates if and how primary school teachers of English as a foreign language (EFL) to young learners in Denmark interact in everyday classroom interaction with students who - according to a receptive vocabulary test - differ vastly in their English skills. Using Conversation Analysis, the study looks at how students present themselves in terms of claimed and demonstrated proficiency, epistemic displays, and willingness to participate, and at teachers’ methods to engage in interactions with these children, for example when they select them as next speakers. The analysis focuses on how the categories “strong” and “weak student” are co-constructed by both the teacher, the student in question, and their classmates. It seems that membership in one of these groups is written in stone, as students are not given many opportunities to be reassessed, even though continuous assessment is a prerequisite for successful differentiation. The analysis of EFL teachers’ practices of doing differentiation in teaching-in-interaction of Young Learners of EFL in Denmark contributes to our understanding of differentiation in language classrooms.

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