Difference between revisions of "Lee2016"

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|Tag(s)=EMCA; classroom; turn organisation; teaching; IRF; Second turn position; Collaborative teaching; Co-teaching;
 
|Tag(s)=EMCA; classroom; turn organisation; teaching; IRF; Second turn position; Collaborative teaching; Co-teaching;
 
|Key=Lee2016
 
|Key=Lee2016
|Publisher=Elsevier BV
 
 
|Year=2016
 
|Year=2016
|Month=apr
+
|Language=English
 
|Journal=Journal of Pragmatics
 
|Journal=Journal of Pragmatics
 
|Volume=95
 
|Volume=95
 
|Pages=1–15
 
|Pages=1–15
|URL=http://dx.doi.org/10.1016/j.pragma.2016.02.001
+
|URL=https://www.sciencedirect.com/science/article/abs/pii/S0378216616000369
 
|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.
+
|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.
 
}}
 
}}

Latest revision as of 07:26, 17 December 2019

Lee2016
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
Publisher
Year 2016
Language English
City
Month
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

Download BibTex

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