ICCA2018 panel on Institutional Practices in ELT Classroom Interaction
| ICCA ELT classroom | |
|---|---|
| Type | Conference |
| Categories (tags) | Uncategorized |
| Dates | 2018/07/11 - 2018/07/15 |
| Link | http://icca2018.org/ |
| Address | Loughborough University, UK |
| Geolocation | 52° 46' 9", -1° 13' 29" |
| Abstract due | 2017/09/26 |
| Submission deadline | 2017/09/26 |
| Final version due | |
| Notification date | |
| Tweet | CFP: #ICCA18 panel on Institutional Practices in ELT Classroom Interaction, DL:26 sept |
| Export for iCalendar | |
ICCA2018 panel on Institutional Practices in ELT Classroom Interaction:
Details:
Institutional Practices in ELT Classroom Interaction
Friedrich Lenz and Maximiliane Frobenius (both Hildesheim University, Germany) are planning to submit a panel proposal for ICCA in 2018. Please find our panel abstract below. If you are interested, please contact us via email: frobeniu @ uni-hildesheim .de by September 26.
Presentation
An increasing number of people throughout the world learn and speak English, and the institutionalized practice of teaching and learning it – English Language Teaching (ELT) – has undergone fundamental changes in recent years. Today, the search for the most effective ‘one size fits all’ teaching method has been largely abandoned and research has placed more emphasis on contextual variables (e.g. teaching materials, syllabus and task design) and the complexity of the classroom context itself (Renandya and Widodo 2016). This shift is supported by conversation analytic research (e.g. Jenks and Seedhouse 2015) on talk-in-interaction in ELT classrooms, which has offered unique insights into the multifaceted and complex nature of the language classroom as a social setting and on how teaching and learning is accomplished in situ in classroom interaction.
Following Drew and Heritage’s (1992) seminal work on talk-at-work, this panel aims at illuminating key institutional practices (i.e. turn-taking, sequence-organization, turn-design and repair) and their reflexive relationship (Seedhouse 2004) and effect on talk-in-interaction in ELT classrooms. It regards these practices as fundamental resources for interactional competence in the classroom (Wong and Waring 2010). Since a growing body of ELT research uses video-recordings, the panel is especially interested in how multimodal and semiotic features (e.g. gaze, facial expression, gestures, prosody) interplay with verbal conduct in classroom interaction and how different classroom resources (e.g. teaching materials) are integrated in the production of institutional practices.
We welcome contributions that investigate questions such as: How do teachers and pupils organize their lessons? How do they manage to secure und allocate turns? How do they design their actions to fit certain pedagogical actions (e.g. questions, instructions, disciplining)? How do they deal with trouble in talk? By discussing such questions, we would like to contribute to the growing body of CA research on ELT classroom interaction. The panel invites contributions from any of the various settings in which ELT research is conducted ranging from pre-school to university.
References
Drew, P. and Heritage, J. (1992) Analyzing talk at work: an introduction. In P. Drew and J. Heritage (eds). Talk at work: Interaction in institutional settings, 3–65. Cambridge: Cambridge Univ. Press.
Jenks, C. J. and Seedhouse, P. (eds) (2015) International perspectives on ELT classroom interaction. Basingstoke, Hampshire, New York: Palgrave Macmillan.
Renandya, W. A. and Widodo, H. P. (2016) English Language Teaching Today: An Introduction. In H. P. Widodo and W. A. Renandya (eds). English language teaching today: Linking theory and practice , 3–12. Cham: Springer International Publishing.
Seedhouse, P. (2004) The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Oxford: Blackwell Publishing Ltd.
Wong, J. and Waring, H. Z. (2010) Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.
