TadicBox2019

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TadicBox2019
BibType INCOLLECTION
Key TadicBox2019
Author(s) Nadja Tadic, Catherine DiFelice Box
Title Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom
Editor(s) Joan Kelly Hall, Stephen Daniel Looney
Tag(s) EMCA
Publisher Multilingual Matters
Year 2019
Language English
City Bristol, UK
Month
Journal
Volume
Number
Pages 15–36
URL Link
DOI 10.21832/9781788925501-005
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title The Embodied Work of Teaching
Chapter

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Abstract

In this chapter we analyze the ways in which one third-grade teacher attends to the interpersonal and instructional contingencies of the L2 classroom through a range of verbal and embodied resources. Drawing on Goffman’s (1974, 1981) concept of framing, we show that the teacher uses prosody, gaze, body posture and instructional materials either to mark transitions from ‘doing conversation’ to ‘doing instruction’ or to embed instruction into conversation, thus interweaving the institutional and the interpersonal. We argue that such practices expand the notion of what constitutes teaching in the language classroom, and we consider possible implications for teachers who strive to incorporate students’ funds of knowledge into the classroom to create a rich learning environment.

Notes