ERIC Number: EJ1088456
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
"Dealing With" Unexpected Learner Contributions in Whole Group Activities: An Examination of Novice Language Teacher Discursive Practices
Fagan, Drew S.
Classroom Discourse, v3 n2 p107-128 2012
The current paper examines the discursive practices of one novice English as a Second Language (ESL) teacher "dealing with" learners' unexpected contributions in whole group classroom interactions during teacher- and learner-initiated sequences-of-talk. The study draws from two fields of research: classroom discourse studies investigating teachers addressing learner contributions in classroom interaction, and language teacher education research showing teacher expertise as a factor in the construction of classroom communication. Using conversation analytic methods, two initial practices emerged from the novice teacher's video-recorded data: "glossing over learner contributions" and "assuming the role of information provider." These practices are presented with a focus on the sequential environments in which they occur and the various interactional resources used to construct them. The paper concludes with a discussion of how these findings contribute to both the classroom discourse and language teacher education literatures.
Descriptors: Teaching Methods, Novices, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Teacher Education, Classroom Communication, Video Technology, Discourse Analysis, Teacher Role, Teacher Student Relationship, Adult Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A