Difference between revisions of "Walsh2013"
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|Volume=23 | |Volume=23 | ||
|Number=2 | |Number=2 | ||
| − | |Pages= | + | |Pages=247–266 |
| − | |Abstract=This paper reports on a microanalytic study which examines the ways in which teachers create ‘space for learning’ Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. | + | |URL=https://onlinelibrary.wiley.com/doi/abs/10.1111/ijal.12005 |
| − | Adopting the theoretical underpinnings and principles of conversation analysis, we demonstrate how teachers create space for learning through the use of specific practices such as increased wait-time, extended learner turns and increased planning time. Space is also created by teachers according to | + | |DOI=10.1111/ijal.12005 |
| − | their ability to manage learner contributions in a positive and focused way: by shaping learner contributions through the use of scaffolding, paraphrasing and re-iterating. We also argue that space for learning may be created when pedagogic goals and the language used to achieve them are aligned. | + | |Abstract=This paper reports on a microanalytic study which examines the ways in which teachers create ‘space for learning’ Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. Adopting the theoretical underpinnings and principles of conversation analysis, we demonstrate how teachers create space for learning through the use of specific practices such as increased wait-time, extended learner turns and increased planning time. Space is also created by teachers according to their ability to manage learner contributions in a positive and focused way: by shaping learner contributions through the use of scaffolding, paraphrasing and re-iterating. We also argue that space for learning may be created when pedagogic goals and the language used to achieve them are aligned. Implications for teacher education and classroom practice are discussed. |
| − | Implications for teacher education and classroom practice are discussed. | ||
}} | }} | ||
Latest revision as of 11:01, 2 December 2019
| Walsh2013 | |
|---|---|
| BibType | ARTICLE |
| Key | Walsh2013 |
| Author(s) | Steve Walsh, Li Li |
| Title | Conversations as space for learning |
| Editor(s) | |
| Tag(s) | EMCA, space for learning, conversation analysis, classroom interaction, EFL classrooms, learning as participation |
| Publisher | |
| Year | 2013 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Applied Linguistics |
| Volume | 23 |
| Number | 2 |
| Pages | 247–266 |
| URL | Link |
| DOI | 10.1111/ijal.12005 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This paper reports on a microanalytic study which examines the ways in which teachers create ‘space for learning’ Using data from two English language classes recorded in China, we identify specific interactional features which create space, enhance participation and increase opportunities for learning. Adopting the theoretical underpinnings and principles of conversation analysis, we demonstrate how teachers create space for learning through the use of specific practices such as increased wait-time, extended learner turns and increased planning time. Space is also created by teachers according to their ability to manage learner contributions in a positive and focused way: by shaping learner contributions through the use of scaffolding, paraphrasing and re-iterating. We also argue that space for learning may be created when pedagogic goals and the language used to achieve them are aligned. Implications for teacher education and classroom practice are discussed.
Notes
