Difference between revisions of "Lee2016"
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|URL=http://dx.doi.org/10.1016/j.pragma.2016.02.001 | |URL=http://dx.doi.org/10.1016/j.pragma.2016.02.001 | ||
|DOI=10.1016/j.pragma.2016.02.001 | |DOI=10.1016/j.pragma.2016.02.001 | ||
+ | |Abstract=This article examines the underresearched classroom context of co-teaching. The study analyzes classroom interactions wherein two | ||
+ | teachers---one American and one Korean---concurrently use English and Korean to carry out content-based lessons. Of analytic focus is | ||
+ | the co-teacher’s entry into the second turn position of initiation-response-feedback (IRF) sequences and the actions that the teacher | ||
+ | deploys in these turns. The sequences exhibit a distinct interactional structure that departs from prototypical IRF sequences, revealing the | ||
+ | participants’ collaborative methods of managing classroom contingencies, organizing student participation, and accomplishing the | ||
+ | curricular focus of the lesson. | ||
}} | }} |
Revision as of 07:29, 15 May 2016
Lee2016 | |
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BibType | ARTICLE |
Key | Lee2016 |
Author(s) | Josephine Lee |
Title | Teacher entries into second turn positions: IRFs in collaborative teaching |
Editor(s) | |
Tag(s) | EMCA, classroom, turn organisation, teaching, IRF, Second turn position, Collaborative teaching, Co-teaching, Needs review |
Publisher | Elsevier BV |
Year | 2016 |
Language | |
City | |
Month | apr |
Journal | Journal of Pragmatics |
Volume | 95 |
Number | |
Pages | 1–15 |
URL | Link |
DOI | 10.1016/j.pragma.2016.02.001 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
This article examines the underresearched classroom context of co-teaching. The study analyzes classroom interactions wherein two teachers---one American and one Korean---concurrently use English and Korean to carry out content-based lessons. Of analytic focus is the co-teacher’s entry into the second turn position of initiation-response-feedback (IRF) sequences and the actions that the teacher deploys in these turns. The sequences exhibit a distinct interactional structure that departs from prototypical IRF sequences, revealing the participants’ collaborative methods of managing classroom contingencies, organizing student participation, and accomplishing the curricular focus of the lesson.
Notes