Difference between revisions of "Lee2016"
PaultenHave (talk | contribs) m |
AndreiKorbut (talk | contribs) |
||
| Line 5: | Line 5: | ||
|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 | ||
| − | |||
|Year=2016 | |Year=2016 | ||
| − | | | + | |Language=English |
|Journal=Journal of Pragmatics | |Journal=Journal of Pragmatics | ||
|Volume=95 | |Volume=95 | ||
|Pages=1–15 | |Pages=1–15 | ||
| − | |URL= | + | |URL=https://www.sciencedirect.com/science/article/abs/pii/S0378216616000369 |
|DOI=10.1016/j.pragma.2016.02.001 | |DOI=10.1016/j.pragma.2016.02.001 | ||
| − | |Abstract=This | + | |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. |
}} | }} | ||
Latest revision as of 07:26, 17 December 2019
| 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 | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| 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
