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ERIC Number: ED452704
Record Type: RIE
Publication Date: 2000-Sep
Pages: 18
Abstractor: N/A
Participant Framework in Tutor Training.
Sniad, Tamara Shane
Working Papers in Educational Linguistics, v16 n2 p62-79 Fall 2000
In the new peer tutor training sessions at a northeastern university, a high level of interaction among the tutor trainer and trainees is one way the staff measures the success of the sessions. Within the limited time frame of 2 hours, however, the trainer must impart a great deal of information about the center and tutor position requirements. The conflict and tension of these two goals tend to be reflected and created through the discourse strategies employed by the participants in the tutor training sessions. This study looks closely at these interactional moves and shows how the strategies that work towards achieving the goal of interaction tend to be overshadowed by those that are more consistent with explicit instruction. Findings suggest that tutors may not be involved in the training sessions because of an overt asymmetrical social relationship between the trainer and the tutors, which tends to limiting of the tutors' participation in the training. By focusing on the training sessions for new tutors and the developed asymmetrical social relationships between the trainer and the tutors, this paper has illustrated the power of discourse interpersonal communication to perpetuate hierarchical social structures. (Contains 12 references.) (KFT)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: For the complete collection of working papers, see FL 026 672.