Difference between revisions of "Duran2022"
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{{BibEntry | {{BibEntry | ||
| − | | | + | |BibType=ARTICLE |
| − | | | + | |Author(s)=Derya Duran; Salla Kurhila; Olcay Sert; |
|Title=Word Search Sequences in Teacher-Student Interaction in an English as Medium of Instruction Context | |Title=Word Search Sequences in Teacher-Student Interaction in an English as Medium of Instruction Context | ||
| − | |||
|Tag(s)=Classroom interaction; code-switching; conversation analysis; English as a medium of instruction; word searches; EMCA; In Press | |Tag(s)=Classroom interaction; code-switching; conversation analysis; English as a medium of instruction; word searches; EMCA; In Press | ||
| − | | | + | |Key=Duran2019a |
|Year=2019 | |Year=2019 | ||
| − | | | + | |Language=English |
|Journal=International Journal of Bilingual Education and Bilingualism | |Journal=International Journal of Bilingual Education and Bilingualism | ||
| − | |||
| − | |||
|Pages=1–20 | |Pages=1–20 | ||
| + | |URL=https://www.tandfonline.com/doi/full/10.1080/13670050.2019.1703896 | ||
|DOI=10.1080/13670050.2019.1703896 | |DOI=10.1080/13670050.2019.1703896 | ||
|Abstract=This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts. | |Abstract=This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts. | ||
}} | }} | ||
Revision as of 07:44, 6 November 2020
| Duran2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Duran2019a |
| Author(s) | Derya Duran, Salla Kurhila, Olcay Sert |
| Title | Word Search Sequences in Teacher-Student Interaction in an English as Medium of Instruction Context |
| Editor(s) | |
| Tag(s) | Classroom interaction, code-switching, conversation analysis, English as a medium of instruction, word searches, EMCA, In Press |
| Publisher | |
| Year | 2019 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Bilingual Education and Bilingualism |
| Volume | |
| Number | |
| Pages | 1–20 |
| URL | Link |
| DOI | 10.1080/13670050.2019.1703896 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants' situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.
Notes
