Difference between revisions of "Balaman2018"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Ufuk Balaman | |Author(s)=Ufuk Balaman | ||
| − | |Title=Embodied | + | |Title=Embodied resources in a repetition activity in a preschool L2 classroom |
| − | |Tag(s)=EMCA; Young learner; Embodiment; Repetitions; | + | |Tag(s)=EMCA; Young learner; Embodiment; Repetitions; |
|Key=Balaman2018 | |Key=Balaman2018 | ||
|Year=2018 | |Year=2018 | ||
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|Volume=12 | |Volume=12 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=27–51 |
|URL=http://www.novitasroyal.org/Vol_12_1/3-Balaman.pdf | |URL=http://www.novitasroyal.org/Vol_12_1/3-Balaman.pdf | ||
| − | |Abstract=The interactional architecture of L2 teaching and learning in preschool | + | |Abstract=The interactional architecture of L2 teaching and learning in preschool classrooms has been explored only to a limited extent despite the growing literature on L2 classroom discourse. The existing literature on these settings mainly describes an interactional site with limited L2 interactional repertoires of the very young learners. Accordingly, preschool teachers seem to draw on repetitions and interactional routines to create opportunities for learner participation. Against this background, this study sets out to describe a preschool L2 classroom in which a pre-service language teacher education project is implemented. Based on a conversation analytic examination of the interactional unfolding of a repeat after me activity, aimed at eliciting the students’ self-identification, the current study documents the interactional management of embodied resources. The findings demonstrate that the teacher repeatedly deploys embodied directives and recurrently draws on repetition of the focal form. Consequently, the students show active engagement and participation in the activity. The findings also provide implications for teaching English to very young learners and research on classroom interactional competence, L2 classroom discourse, embodiment, and multimodality. |
| − | classrooms has been explored only to a limited extent despite the growing literature on L2 | ||
| − | classroom discourse. The existing literature on these settings mainly describes an | ||
| − | interactional site with limited L2 interactional repertoires of the very young learners. | ||
| − | Accordingly, preschool teachers seem to draw on repetitions and interactional routines to | ||
| − | create opportunities for learner participation. Against this background, this study sets out | ||
| − | to describe a preschool L2 classroom in which a pre-service language teacher education | ||
| − | project is implemented. Based on a conversation analytic examination of the interactional | ||
| − | unfolding of a repeat after me activity, aimed at eliciting the students’ self-identification, | ||
| − | the current study documents the interactional management of embodied resources. The | ||
| − | findings demonstrate that the teacher repeatedly deploys embodied directives and | ||
| − | recurrently draws on repetition of the focal form. Consequently, the students show active | ||
| − | engagement and participation in the activity. The findings also provide implications for | ||
| − | teaching English to very young learners and research on classroom interactional | ||
| − | competence, L2 classroom discourse, embodiment, and multimodality | ||
}} | }} | ||
Latest revision as of 01:51, 14 January 2020
| Balaman2018 | |
|---|---|
| BibType | ARTICLE |
| Key | Balaman2018 |
| Author(s) | Ufuk Balaman |
| Title | Embodied resources in a repetition activity in a preschool L2 classroom |
| Editor(s) | |
| Tag(s) | EMCA, Young learner, Embodiment, Repetitions |
| Publisher | |
| Year | 2018 |
| Language | English |
| City | |
| Month | |
| Journal | Notivas-ROYAL (Research on Youth and Language) |
| Volume | 12 |
| Number | 1 |
| Pages | 27–51 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The interactional architecture of L2 teaching and learning in preschool classrooms has been explored only to a limited extent despite the growing literature on L2 classroom discourse. The existing literature on these settings mainly describes an interactional site with limited L2 interactional repertoires of the very young learners. Accordingly, preschool teachers seem to draw on repetitions and interactional routines to create opportunities for learner participation. Against this background, this study sets out to describe a preschool L2 classroom in which a pre-service language teacher education project is implemented. Based on a conversation analytic examination of the interactional unfolding of a repeat after me activity, aimed at eliciting the students’ self-identification, the current study documents the interactional management of embodied resources. The findings demonstrate that the teacher repeatedly deploys embodied directives and recurrently draws on repetition of the focal form. Consequently, the students show active engagement and participation in the activity. The findings also provide implications for teaching English to very young learners and research on classroom interactional competence, L2 classroom discourse, embodiment, and multimodality.
Notes
