Difference between revisions of "Lee2016"

From emcawiki
Jump to: navigation, search
m
m
Line 13: Line 13:
 
|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

Download BibTex

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