Heller2026
| Heller2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Heller2026 |
| Author(s) | Vivien Heller, Miriam Morek |
| Title | Listener Activities as Part of a Professional Development Program on Teachers’ Interactional Competence: Exploring How Teachers Adopt Active Listening in Classroom Discourse |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, teacher professional development, appropriation, classroom discourse, academic discourse skills, listener activities |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
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| Pages | 251-276 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_11 |
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| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
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Abstract
Previous conversation analytic research has described teachers’ listener activities (e.g. prompts for clarification, response tokens) as an important interactional resource to scaffold learners’ oral discursive skills (Morek & Heller, 2021; Quasthoff et al., 2022). Listener activities can therefore be conceptualised as part of a teacher’s professional interactional competence (Filliettaz et al., 2022). The present paper addresses this key aspect of interactional competence in the context of professional teacher training. We draw on video-recordings of classroom discussions collected within a one-year professional development program that combined workshops, field trial, and video-based reflection. We examine how five teachers of German Language Arts adopt listener activities as one element of scaffolding learners’ discursive skills in their daily teaching practice. Drawing on multimodal conversation analysis, we focus on interactional sequences in which students have difficulty producing extended turns such as explanations or justifications, and we reconstruct three recurring and typical ways in which teachers adopt listener activities. These different ways of adopting have different potentials for scaffolding learners’ discursive skills. Our findings thus show that active listening as a complex interactional practice is not implemented straight away; instead, teachers first adopt selected dimensions of it. On a theoretical level, we argue that these adoptions should be seen as a reflection of teachers’ appropriation process.
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