6. Classroom interaction and learning opportunities across time and space

2013 ◽  
pp. 109-126 ◽  
Author(s):  
Rob Batstone ◽  
Jenefer Philp
Keyword(s):  
Classroom Interaction ◽  
Learning Opportunities ◽  
Time And Space

scholarly journals Du trouble à l’assistance

2016 ◽  
Vol 21 ◽  
pp. 62-72
Author(s):  
Pedro José García Sánchez ◽  
Erwan Le Méner
Keyword(s):  
Public Space ◽  
Broad Spectrum ◽  
Learning Opportunities ◽  
Urban Violence ◽  
Time And Space ◽  
Urban Public Space ◽  
Living Together ◽  
The City

In this paper the authors investigate a less documented side of street children’s (bakoroman) lives in Ouagadougou, namely, their encounters with strangers in town. These encounters lead to resources such as relationships, goods, protective time and space, or learning opportunities and punctuate the narratives of the bakoroman. They are one of the main dimensions of their lives in the urban public space as they go back and forth between the street and their homes (institutional and family). As such, these interactions participate in the construction of their biographical trajectories and bifurcations. From minimum reciprocity to relational vigilance, a broad spectrum of interactions delineates the possibilities and limits of an «ethics of fragility». Across these encounters the children create their space in the city, through circumstantial pedagogies of living together. These interactions can be read as resources to regulate urban violence, other than institutional or charitable interventions.

scholarly journals Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class

2019 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Risna Saswati
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Qualitative Method ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Teacher Talk ◽  
Learning Opportunity ◽  
Conversation Class

<p>This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.</p><p>Key words: IRF Pattern, learner-initiated communication, classroom interaction</p><p> </p>

Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Uta Quasthoff ◽  
Vivien Heller ◽  
Susanne Prediger ◽  
Kirstin Erath
Keyword(s):  
Language Learning ◽  
Subject Matter ◽  
Classroom Interaction ◽  
Interdisciplinary Approach ◽  
Learning Opportunities ◽  
Content Learning ◽  
Teacher Student ◽  
Multilingual Classrooms ◽  
Learning Domains ◽  
German School

Abstract This study uses an interdisciplinary approach to explore the interplay of linguistic and subject-matter learning. Drawing on previous linguistic work on discourse and genre acquisition, subject-matter teaching as well as the convergence of linguistic and content learning in multilingual classrooms, the study seeks to examine the following questions: (1) How can patterns of classroom talk support or hinder the acquisition of academic discourse competence and subject-matter learning? (2) How are these two learning domains related? The analyses of 120 video-recorded mathematics and German lessons in five classes (n=149 students, 10 teachers) in different German school types revealed two patterns of teacher-student-interaction, which differ in the participatory roles and the (language) learning opportunities they assign to the students. Two larger excerpts from mathematics-lessons are analyzed to illustrate the ways in which linguistic and content learning merge in the two patterns.

scholarly journals A Case Study of Classroom Discourse Analysis of Teacher’s Fronted Reading Comprehension Lessons for Vocabulary Learning Opportunities

RELC Journal ◽  
2017 ◽  
Vol 50 (1) ◽  
pp. 118-135 ◽  
Author(s):  
Justina Ong
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Single Case ◽  
Vocabulary Learning ◽  
Classroom Interaction ◽  
Structured Interview ◽  
Learning Opportunities ◽  
Interaction Patterns ◽  
Case Study Methodology

This study examined classroom routine and interactional patterns of Grade 5 English Language reading comprehension lessons through delineating the speech act functions of instructional discourse that was based on Malcolm’s sociolinguistic model (Malcolm, 1979a; Malcolm, 1979b; Malcolm, 1982; Malcolm, 1986). It also evaluated the classroom interaction patterns with reference to four proposed levels of vocabulary learning opportunities that could be afforded through the discourse. Using a qualitative single case study methodology, four video-recorded and transcribed lessons, together with a semi-structured interview with the teacher, classroom observations, and lesson plans formed the data for the present study. The classroom routine showed teacher’s informing, teacher’s elicitation, children’s bidding, teacher’s nomination, children’s replying, teacher’s acknowledgement, teacher’s informing and teacher’s directing and a predominant Initiation-Response-Follow-up pattern. The teacher’s discourse had focussed the learners’ attention on target vocabulary and was effective in eliciting the meanings of those words from the learners. However, most of the successful elicitations took few and short turns. A closer examination further revealed that the most prevalent teacher’s elicitation acts were checking elicitation and multiple elicitation; and that the most prevalent teacher’s acknowledgement acts were unqualified accepting or relaying, and evaluating. The types of teacher’s elicitations and acknowledgements resulted in an interaction that was devoid of dynamic negotiation of the meanings between the learners, teacher, and text.

Classroom interaction and language learning: English-language-learner vignettes

2014 ◽  
pp. 8-13
Author(s):  
Clare Berry ◽  
Margaret Kitchen
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Group Work ◽  
English Language Learner ◽  
English Language ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
English Language Development ◽  
Language Learner ◽  
Language Output

This article uses three excerpts of paired and group talk to explore English-language development in a Year 1 classroom. It suggests that structuring effective language-learning opportunities requires more than organising group work. It affirms the teacher’s essential roles as reflective organiser and close monitor of language output and participative opportunities. In such settings students can learn so much from one another. Interpreting and reflecting on these interactive episodes enriches teachers’ understanding of their practice.

Classroom Interaction in Language Teacher Education

2021 ◽  
pp. 178-201
Author(s):  
M. Dolores Ramírez-Verdugo ◽  
Leyre López Castellano
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Language Skills ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Important Means ◽  
Pedagogical Models ◽  
Pedagogical Goals

Guiding classroom interaction with appropriate pedagogical goals could be one of the most important means of creating learning opportunities for students. If interactional practices respond to the goal of teaching the L2, they can be used as pedagogical models to be applied in language teacher education. Making teachers aware of the skills, competences, and dynamics developed in classroom interaction can help them to improve teaching and learning. Within this framework, this chapter explores EFL classroom interaction and analyses students' reactions to different types of questions and feedback by the teacher. Participants belong to two groups of students in their last year at high school (N=63). Eight EFL lessons were analysed focusing on the language skills used. The results concerning questions show that students replied more to display questions and to questions for reason, for opinion, and metacognitive questions. The findings concerning feedback show that students reacted more to recast. The chapter concludes with an overview on likely applications to language teacher education.

scholarly journals Sorry Used by L2 Adult Learner: Managing Learning Opportunity and Interpersonal Relationship in Classroom Interaction

2017 ◽  
Vol 8 (2) ◽  
pp. 48
Author(s):  
Ruowei Yang ◽  
Xing Zhang
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Classroom Interaction ◽  
Learning Opportunities ◽  
Classroom Interactions ◽  
Target Language ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Conversational Turns ◽  
The Relationship

This study investigates functions of sorry in L2 Chinese classroom interactions through the conversation analysis approach with an aim to investigate the relationship between sorry and L2 learning and possible functions of sorry in managing interpersonal relationships in classroom interactions. Through analysis of 36 hours’ video-recorded classroom interaction, this research shows that the non-apologetic sorry could be employed by adult learners to obtain various learning opportunities, such as active participation, production of appropriate responses, active use of target language, and attempts to solve problems that are not designed in the teaching agenda. Moreover, sorry could be used as a strategy for constructing polite co-operation and to mitigate possible offenses against tutors during classroom interactions, as well as to manage interpersonal relationships based upon the theoretical framework of politeness. Findings from this study can also help us understand how sorry serves pragmatic purposes for L2 classroom interaction and provide us with pedagogical implications for L2 learning and teaching. Future studies need to examine sorry as used by L2 learners in conversational turns other than the same turn, as well as at different positions of a turn, to provide evidence for its functions in classroom interaction.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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