Difference between revisions of "Lee2016"
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|Author(s)=Josephine Lee; | |Author(s)=Josephine Lee; | ||
|Title=Teacher entries into second turn positions: IRFs in collaborative teaching | |Title=Teacher entries into second turn positions: IRFs in collaborative teaching | ||
| − | |Tag(s)=EMCA; classroom; turn organisation; teaching; IRF; Second turn position; Collaborative teaching; Co-teaching; | + | |Tag(s)=EMCA; classroom; turn organisation; teaching; IRF; Second turn position; Collaborative teaching; Co-teaching; |
|Key=Lee2016 | |Key=Lee2016 | ||
|Publisher=Elsevier BV | |Publisher=Elsevier BV | ||
Revision as of 06:25, 7 August 2017
| 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 |
| 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 | |
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| Howpublished | |
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| 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
