Creider2020
| Creider2020 | |
|---|---|
| BibType | ARTICLE |
| Key | Creider2020 |
| Author(s) | Sarah Chepkirui Creider |
| Title | Student talk as a resource: Integrating conflicting agendas in math tutoring sessions |
| Editor(s) | |
| Tag(s) | EMCA, Language instruction, Pedagogical interaction, Institutional interaction, Conflicting goals, Teacher talk, Initiation |
| Publisher | |
| Year | 2020 |
| Language | English |
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| Month | |
| Journal | Linguistics & Education |
| Volume | 58 |
| Number | August 2020 |
| Pages | |
| URL | Link |
| DOI | https://doi.org/10.1016/j.linged.2020.100822 |
| ISBN | |
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Abstract
Encouraging student interests while simultaneously accomplishing specific pedagogical goals can require subtle and complex work on the part of teachers. Balancing these competing demands is especially difficult when students initiate a next-action that differs from their teacher's lesson plan. This article, based on a corpus of videotaped math tutoring sessions with young children, describes how an experienced teacher handles this dilemma. Using a consistent set of practices, the teacher manages to integrate potentially conflicting student initiations into her pedagogical goals. Together, these practices make up what I call the Integration Sequence. Findings show that, rather than being a problem to be solved, unexpected student turns can become a resource for integration, both of student and teacher initiatives, and also of potentially conflicting institutional goals for the teacher.
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