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ERIC Number: EJ1038087
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0026-7902
An Ecological View of Whole-Class Discussions in a Second Language Literature Classroom: Teacher Reformulations as Affordances for Learning
Thoms, Joshua J.
Modern Language Journal, v98 n3 p724-741 Fall 2014
This article analyzes whole-class discussions between a teacher and her students in a Latin American Colonial literature course at the college level. The study is theoretical-exploratory in nature in that it (a) articulates theoretical assumptions inherent in an ecological perspective on second language learning and teaching and (b) attempts to operationalize the affordance construct (van Lier, [van Lier, L., 2000], [van Lier, L., 2004]) in the context of a second language (L2) literature classroom. The study's findings underscore the importance of teacher reformulations in whole-class discussions as well as students' engagement with and awareness of the unfolding talk. Furthermore, how the teacher dynamically interacts with one student and his/her contribution potentially affects other students' understanding of the ongoing discussion which, in turn, can influence their comprehension of the literary texts under analysis. Teacher reformulations during whole-class discussions therefore can serve as affordances for learning. Theoretical implications of the affordance construct, in addition to implications for L2 language and literature teaching, are delineated.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A