Waring2016
| Waring2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring2016 |
| Author(s) | Hansun Zhang Waring, Elizabeth Reddington, Nadja Tadic |
| Title | Responding artfully to student-initiated departures in the adult ESL classroom |
| Editor(s) | |
| Tag(s) | EMCA, Education, L2, Classroom, Second language acquisition, Responding |
| Publisher | |
| Year | 2016 |
| Language | English |
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| Month | |
| Journal | Linguistics and Education |
| Volume | 33 |
| Number | |
| Pages | 28–39 |
| URL | Link |
| DOI | 10.1016/j.linged.2015.12.001 |
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Abstract
Teachers constantly endeavor to strike a balance between the arguably competing tasks of maintaining control on the one hand and encouraging student participation on the other (Paoletti & Fele, 2004). How precisely such a balance is accomplished, however, remains largely a mystery. Based on videotaped data from the adult English as a Second Language (ESL) classroom, we describe two teacher practices for responding to student-initiated departures, where teacher control is maintained in the service of participation and learning. Findings of this conversation analytic study contribute to a growing understanding of how certain learner contributions in the language classroom may be tactfully and efficiently handled while offering increasing specificity for strengthening the foundations of language teacher education.
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