Box2015
| Box2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Box2015 |
| Author(s) | Catherine DiFelice Box |
| Title | When and how students take the reins: specifying learner initiatives in tutoring sessions with preschool-aged children |
| Editor(s) | |
| Tag(s) | Classroom, Teachers, Tutoring, Learning, EMCA, Pre-school |
| Publisher | |
| Year | 2015 |
| Language | English |
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| Month | |
| Journal | Applied Linguistics Review |
| Volume | 6 |
| Number | 1 |
| Pages | 23–48 |
| URL | Link |
| DOI | 10.1515/applirev-2015-0002 |
| ISBN | |
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Abstract
For decades, scholars across disciplines have lauded educational settings in which students have the interactional space to take initiative (e.g. Dyson 1987; Manke 1997; Renne 1996; Shah et al. 2002). As such, initiatives of this kind are considered an important part of student-centered activities, which in turn lead to greater learning opportunities (Waring 2011). While much research has been devoted to examining contexts in which learner’s voices may be heard, scant attention has been paid to the particular kinds of talk that encourage them to initiate contribution or the ways in which such initiatives, when they do occur, serve to shape the pedagogical trajectory. By utilizing conversation analysis (CA) to study interactions in one-on-one mathematics tutoring sessions between an experienced teacher and preschool-aged children, this study extends the small but growing body of microanalytic work on learner initiatives. It aims to further specify the discursive practices that foster rich environments for learner-led contributions. It also considers how the contributions shape the ensuing lesson, and what such contributions relay to teachers about the learner’s understanding of a concept.
Notes
