Difference between revisions of "Fagan2019"
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
|Author(s)=Drew S. Fagan; | |Author(s)=Drew S. Fagan; | ||
| − | |Title=Teacher embodied responsiveness to student displays of trouble within small-group activities | + | |Title=Teacher embodied responsiveness to student displays of trouble within small-group activities |
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney; | |Editor(s)=Joan Kelly Hall; Stephen Daniel Looney; | ||
|Tag(s)=EMCA; | |Tag(s)=EMCA; | ||
| Line 10: | Line 10: | ||
|Language=English | |Language=English | ||
|Address=Bristol, UK | |Address=Bristol, UK | ||
| − | |Booktitle=The embodied | + | |Booktitle=The embodied work of teaching |
| − | |Pages= | + | |Pages=100-121 |
| + | |URL=https://www.degruyter.com/document/doi/10.21832/9781788925501-009/html | ||
| + | |DOI=10.21832/9781788925501-009 | ||
| + | |Abstract=While much work has uncovered what ‘teaching’ entails in whole-class settings, investigations into what this looks like in small-group activities remains minimal. The current conversation analytic (CA) study addresses this quandary by examining the embodied achievement of teaching that one English for speakers of other languages (ESOL) teacher accomplishes when responding to student troubles within small-group activities. Specifically, it focuses on how such responsiveness is systematically accomplished in teacher self-selected turns, or those turns that the students have not overtly invited her to take. Stemming from 10 hours of small-group interactional video data, two overarching findings emerged, highlighting the actions that are done in those turns. First, when orienting to student displays of trouble with activity content, the teacher’s embodied actions mark the path for students to work through those troubles and continue toward the activity’s final product. Secondly, when orienting to student displays of trouble with interactional expansion, the teacher’s embodied actions mobilize elaboration. The findings suggest that doing ‘teaching’ in small groups is indeed complex, where the teacher directly and succinctly addresses students’ trouble sources while simultaneously ensuring that the small-group activity remains a student-led, student-responsible interactional space. | ||
}} | }} | ||
Latest revision as of 03:05, 8 June 2023
| Fagan2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Fagan2019 |
| Author(s) | Drew S. Fagan |
| Title | Teacher embodied responsiveness to student displays of trouble within small-group activities |
| 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 | 100-121 |
| URL | Link |
| DOI | 10.21832/9781788925501-009 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | The embodied work of teaching |
| Chapter | |
Abstract
While much work has uncovered what ‘teaching’ entails in whole-class settings, investigations into what this looks like in small-group activities remains minimal. The current conversation analytic (CA) study addresses this quandary by examining the embodied achievement of teaching that one English for speakers of other languages (ESOL) teacher accomplishes when responding to student troubles within small-group activities. Specifically, it focuses on how such responsiveness is systematically accomplished in teacher self-selected turns, or those turns that the students have not overtly invited her to take. Stemming from 10 hours of small-group interactional video data, two overarching findings emerged, highlighting the actions that are done in those turns. First, when orienting to student displays of trouble with activity content, the teacher’s embodied actions mark the path for students to work through those troubles and continue toward the activity’s final product. Secondly, when orienting to student displays of trouble with interactional expansion, the teacher’s embodied actions mobilize elaboration. The findings suggest that doing ‘teaching’ in small groups is indeed complex, where the teacher directly and succinctly addresses students’ trouble sources while simultaneously ensuring that the small-group activity remains a student-led, student-responsible interactional space.
Notes
