Difference between revisions of "Waring2020c"
HansunWaring (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Hansun Zhang Waring |Title=Harnessing the power of heteroglossia: How to multitask with teacher talk. |Editor(s)=S. Kunitz, O. Sert & N....") |
JakubMlynar (talk | contribs) (changed BibType from ARTICLE to INCOLLECTION; added full names of editors and book title) |
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{{BibEntry | {{BibEntry | ||
| − | |BibType= | + | |BibType=INCOLLECTION |
| − | |Author(s)=Hansun Zhang Waring | + | |Author(s)=Hansun Zhang Waring; |
| − | |Title=Harnessing the power of heteroglossia: How to multitask with teacher talk | + | |Title=Harnessing the power of heteroglossia: How to multitask with teacher talk |
| − | |Editor(s)= | + | |Editor(s)=Silvia Kunitz; Olcay Sert; Numa Markee; |
|Tag(s)=EMCA; classroom interaction; heteroglossia; multiple demands; evidence-based teacher training; multitasking | |Tag(s)=EMCA; classroom interaction; heteroglossia; multiple demands; evidence-based teacher training; multitasking | ||
|Key=Waring2020c | |Key=Waring2020c | ||
|Publisher=Springer | |Publisher=Springer | ||
| − | |Year= | + | |Year=2021 |
|Language=English | |Language=English | ||
| − | | | + | |Booktitle=Classroom-based Conversation Analytic Research |
| − | |Pages= | + | |Pages=281–301 |
| − | |Abstract=To a large extent, the quality of classroom communication hinges on the | + | |URL=https://link.springer.com/chapter/10.1007/978-3-030-52193-6_14 |
| − | teacher’s ability to tune in and respond to emerging students’ voices, which requires | + | |Abstract=To a large extent, the quality of classroom communication hinges on the teacher’s ability to tune in and respond to emerging students’ voices, which requires the astuteness and agility to hear layered messages, offer tailored assistance, and follow students’ leads. It requires responding to multiple contingencies in real time. One important resource for managing such contingencies is heteroglossia (Bakhtin MM, The dialogical imagination. The University of Texas Press, Austin, 1981, p 324). Teacher talk can be deeply heteroglossic: a particular utterance can be saturated with more than one voice or can achieve more than one goal, making evident the multiple and potentially competing demands that teachers manage on a moment-by-moment basis. In this chapter, I illustrate what heteroglossia looks like in the language classroom and demonstrate how understanding heteroglossia as teacher talk can be usefully marshaled to create evidence-based teacher training. Throughout the chapter, problem scenarios that place the teacher in the difficult bind of having to manage competing demands such as honoring individual voices vs. cultivating inclusiveness are presented. Detailed transcripts of classroom interaction are then shown to demonstrate how heteroglossia can present at least one solution to these problems. A guided reading of each transcript will highlight the specific interactional resources that may be drawn upon to effectively produce heteroglossia. The chapter ends with a step-by-step plan for utilizing similar videotaped materials for teacher training purposes. It is hoped that understanding heteroglossia as a resource can awaken us to the ingenuity of teacher talk, and consequently, inspire us to become part of that ingenuity. |
| − | the astuteness and agility to hear layered messages, offer tailored assistance, and | ||
| − | follow students’ leads. It requires responding to multiple contingencies in real time. | ||
| − | One important resource for managing such contingencies is heteroglossia (Bakhtin | ||
| − | MM, The dialogical imagination. The University of Texas Press, Austin, 1981, | ||
| − | p 324). Teacher talk can be deeply heteroglossic: a particular utterance can be | ||
| − | the multiple and potentially competing demands that teachers manage on a | ||
| − | language classroom and demonstrate how understanding heteroglossia as teacher | ||
| − | talk can be usefully marshaled to create evidence-based teacher training. Throughout | ||
| − | the chapter, problem scenarios that place the teacher in the difficult bind of having | ||
| − | to manage competing demands such as honoring individual voices vs. cultivating | ||
| − | inclusiveness are presented. Detailed transcripts of classroom interaction are then | ||
| − | shown to demonstrate how heteroglossia can present at least one solution to these | ||
| − | problems. A guided reading of each transcript will highlight the specific | ||
| − | chapter ends with a step-by-step plan for utilizing similar videotaped materials for | ||
| − | teacher training purposes. It is hoped that understanding heteroglossia as a resource | ||
| − | can awaken us to the ingenuity of teacher talk, and consequently, inspire us to | ||
| − | become part of that ingenuity. | ||
}} | }} | ||
Latest revision as of 04:21, 9 February 2023
| Waring2020c | |
|---|---|
| BibType | INCOLLECTION |
| Key | Waring2020c |
| Author(s) | Hansun Zhang Waring |
| Title | Harnessing the power of heteroglossia: How to multitask with teacher talk |
| Editor(s) | Silvia Kunitz, Olcay Sert, Numa Markee |
| Tag(s) | EMCA, classroom interaction, heteroglossia, multiple demands, evidence-based teacher training, multitasking |
| Publisher | Springer |
| Year | 2021 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 281–301 |
| URL | Link |
| DOI | |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Classroom-based Conversation Analytic Research |
| Chapter | |
Abstract
To a large extent, the quality of classroom communication hinges on the teacher’s ability to tune in and respond to emerging students’ voices, which requires the astuteness and agility to hear layered messages, offer tailored assistance, and follow students’ leads. It requires responding to multiple contingencies in real time. One important resource for managing such contingencies is heteroglossia (Bakhtin MM, The dialogical imagination. The University of Texas Press, Austin, 1981, p 324). Teacher talk can be deeply heteroglossic: a particular utterance can be saturated with more than one voice or can achieve more than one goal, making evident the multiple and potentially competing demands that teachers manage on a moment-by-moment basis. In this chapter, I illustrate what heteroglossia looks like in the language classroom and demonstrate how understanding heteroglossia as teacher talk can be usefully marshaled to create evidence-based teacher training. Throughout the chapter, problem scenarios that place the teacher in the difficult bind of having to manage competing demands such as honoring individual voices vs. cultivating inclusiveness are presented. Detailed transcripts of classroom interaction are then shown to demonstrate how heteroglossia can present at least one solution to these problems. A guided reading of each transcript will highlight the specific interactional resources that may be drawn upon to effectively produce heteroglossia. The chapter ends with a step-by-step plan for utilizing similar videotaped materials for teacher training purposes. It is hoped that understanding heteroglossia as a resource can awaken us to the ingenuity of teacher talk, and consequently, inspire us to become part of that ingenuity.
Notes
