TadicBox2019
| TadicBox2019 | |
|---|---|
| BibType | INCOLLECTION |
| Key | TadicBox2019 |
| Author(s) | Nadja Tadic, Catherine DiFelice Box |
| Title | Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom |
| Editor(s) | Joan Kelly Hall, Stephen Daniel Looney |
| Tag(s) | EMCA |
| Publisher | Multilingual Matters |
| Year | 2019 |
| Language | English |
| City | Bristol, UK |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 15–36 |
| URL | Link |
| DOI | 10.21832/9781788925501-005 |
| ISBN | |
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| Howpublished | |
| Book title | The Embodied Work of Teaching |
| Chapter | |
Abstract
In this chapter we analyze the ways in which one third-grade teacher attends to the interpersonal and instructional contingencies of the L2 classroom through a range of verbal and embodied resources. Drawing on Goffman’s (1974, 1981) concept of framing, we show that the teacher uses prosody, gaze, body posture and instructional materials either to mark transitions from ‘doing conversation’ to ‘doing instruction’ or to embed instruction into conversation, thus interweaving the institutional and the interpersonal. We argue that such practices expand the notion of what constitutes teaching in the language classroom, and we consider possible implications for teachers who strive to incorporate students’ funds of knowledge into the classroom to create a rich learning environment.
Notes
