Difference between revisions of "Lee2016"
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|URL=http://dx.doi.org/10.1016/j.pragma.2016.02.001 | |URL=http://dx.doi.org/10.1016/j.pragma.2016.02.001 | ||
|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 | + | |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. |
| − | 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. | ||
}} | }} | ||
Revision as of 07:50, 16 June 2016
| 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, Needs review |
| Publisher | Elsevier BV |
| Year | 2016 |
| Language | |
| City | |
| Month | apr |
| 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 | |
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
