Box2015

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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
City
Month
Journal Applied Linguistics Review
Volume 6
Number 1
Pages 23–48
URL Link
DOI 10.1515/applirev-2015-0002
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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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.

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