Difference between revisions of "Waring2016"
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|Author(s)=Hansun Zhang Waring; Elizabeth Reddington; Nadja Tadic | |Author(s)=Hansun Zhang Waring; Elizabeth Reddington; Nadja Tadic | ||
|Title=Responding artfully to student-initiated departures in the adult ESL classroom | |Title=Responding artfully to student-initiated departures in the adult ESL classroom | ||
| − | |Tag(s)=EMCA; Education; L2; Classroom; Second language acquisition; Responding; | + | |Tag(s)=EMCA; Education; L2; Classroom; Second language acquisition; Responding; |
|Key=Waring2016 | |Key=Waring2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=33 | |Volume=33 | ||
| − | |Pages= | + | |Pages=28–39 |
|URL=http://www.sciencedirect.com/science/article/pii/S0898589815001059 | |URL=http://www.sciencedirect.com/science/article/pii/S0898589815001059 | ||
| − | |DOI= | + | |DOI=10.1016/j.linged.2015.12.001 |
|Abstract=Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other (Paoletti & Fele, 2004). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education. | |Abstract=Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other (Paoletti & Fele, 2004). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education. | ||
| − | |||
}} | }} | ||
Latest revision as of 07:25, 21 December 2019
| Waring2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring2016 |
| Author(s) | Hansun Zhang Waring, Elizabeth Reddington, Nadja Tadic |
| Title | Responding artfully to student-initiated departures in the adult ESL classroom |
| Editor(s) | |
| Tag(s) | EMCA, Education, L2, Classroom, Second language acquisition, Responding |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 33 |
| Number | |
| Pages | 28–39 |
| URL | Link |
| DOI | 10.1016/j.linged.2015.12.001 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other (Paoletti & Fele, 2004). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education.
Notes
