emcawiki - User contributions [en]

WaringCarpenter2019

2023-08-02T16:31:32Z

LANSI: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Hansun Zhang Waring; Lauren B. Carpenter; |Title=Gaze shifts as a resource for managing attention and participation |Editor(s)=Joan..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Hansun Zhang Waring; Lauren B. Carpenter;
|Title=Gaze shifts as a resource for managing attention and participation
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=WaringCarpenter2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Address=Bristol, UK
|Booktitle=The embodied, interactional achievement of teaching
|URL=https://www.multilingual-matters.com/page/detail/?k=9781788925488
|Abstract=Abstract
With the surge of interest in the study of multimodality in social interaction (Streeck, Goodwin & LeBaron, 2011) and that in second language acquisition and classroom research (McCafferty & Stam, 2008), scholars have become increasingly attuned to those resources that structure and drive interaction beyond the logocentric focus on talk (Goodwin, 2007). Based on 26 hours of video-recorded interaction from an adult ESL class, our analysis shows how gaze shifts can be used to manage attention and recipiency. In particular, upon accepting an individual contribution, the teacher shifts his gaze to (1) call attention to what needs to be treated as important information relevant to the entire class and to (2) return to a wider participation framework where the class as a collective becomes the addressed rather than the unaddressed recipient. Findings of this study contribute to the growing work on multimodality by specifying how gaze shifts constitute a powerful resource for maneuvering the complexity of teaching.
}}

ReddingtonYuTadic2019

2023-08-02T16:29:19Z

LANSI:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Elizabeth Reddington; Di Yu; Nadja Tadic;
|Title=A tale of two tasks: Facilitating storytelling in the adult ESL classroom
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=ReddingtonYuTadic2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Address=Bristol, UK
|Booktitle=The embodied achievement of teaching
|URL=https://www.multilingual-matters.com/page/detail/?k=9781788925488
|Abstract=The current study offers an account of how participants in one adult English as a Second Language class constitute a storytelling task, with a focus on the role(s) adopted by the teacher. Using the framework of conversation analysis, we show how the teacher utilizes a variety of linguistic and embodied resources to engage with learners, and we examine how shifts in the nature of her participation shape opportunities for student participation. Juxtaposing two cases, we find that while the teacher generally takes on a supporting role, linguistically and sequentially, when the opportunity arises, she becomes a co-teller who competes for the floor, prompting the student teller to do the same. We present these two different realizations of the “same” storytelling task as a starting point for considering options available to the language teacher in facilitating communicative activities and the interactional consequences of exercising those options.
}}

ReddingtonYuTadic2019

2023-08-02T16:17:37Z

LANSI: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Elizabeth Reddington; Di Yu; Nadja Tadic; |Title=A tale of two tasks: Facilitating storytelling in the adult ESL classroom |Editor(..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Elizabeth Reddington; Di Yu; Nadja Tadic;
|Title=A tale of two tasks: Facilitating storytelling in the adult ESL classroom
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=ReddingtonYuTadic2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Booktitle=The embodied achievement of teaching
|URL=https://www.multilingual-matters.com/page/detail/?k=9781788925488
|Abstract=The current study offers an account of how participants in one adult English as a Second Language class constitute a storytelling task, with a focus on the role(s) adopted by the teacher. Using the framework of conversation analysis, we show how the teacher utilizes a variety of linguistic and embodied resources to engage with learners, and we examine how shifts in the nature of her participation shape opportunities for student participation. Juxtaposing two cases, we find that while the teacher generally takes on a supporting role, linguistically and sequentially, when the opportunity arises, she becomes a co-teller who competes for the floor, prompting the student teller to do the same. We present these two different realizations of the “same” storytelling task as a starting point for considering options available to the language teacher in facilitating communicative activities and the interactional consequences of exercising those options.
}}

TadicBox2019

2023-08-02T16:13:28Z

LANSI:

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Nadja Tadic; Catherine DiFelice Box;
|Title=Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=TadicBox2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Booktitle=The embodied achievement of teaching
|URL=https://www.multilingual-matters.com/page/detail/?k=9781788925488
|Abstract=Although it might be treated as a violation of institutional participation norms (Lemke, 1990), conversational talk in the classroom can offer learners valuable opportunities to build social roles, nurture interpersonal relationships, develop understandings (Edwards & Mercer, 1987; Lemke, 1990; Mehan, 1979), and, in the second language classroom, engage in authentic and spontaneous target language use (Park, 2016; Waring, 2014). Skillfully balancing both the institutional and interpersonal demands of the classroom is then crucial to the interactional achievement of teaching.
In this chapter, we analyze how one third-grade teacher attends to the interpersonal and instructional contingencies of the second language classroom through a range of verbal and embodied resources. Drawing on Goffman’s (1974, 1981) concept of framing, we show that the teacher uses his prosody, gaze, body posture, and instructional materials to either mark transitions from “doing conversation” to “doing instruction” or to embed instruction into conversation, thus attending to both the institutional and the interpersonal simultaneously. We argue that such practices expand the notion of what constitutes teaching in the language classroom, and we consider possible implications for teachers who strive to incorporate students’ funds of knowledge into the classroom to create a rich learning environment.
}}

TadicBox2019

2023-08-02T16:01:47Z

LANSI: Created page with "{{BibEntry |BibType=INCOLLECTION |Author(s)=Nadja Tadic; Catherine DiFelice Box; |Title=Attending to the interpersonal and institutional contingencies of interaction in an ele..."

{{BibEntry
|BibType=INCOLLECTION
|Author(s)=Nadja Tadic; Catherine DiFelice Box;
|Title=Attending to the interpersonal and institutional contingencies of interaction in an elementary classroom
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=TadicBox2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Booktitle=The embodied achievement of teaching
|Abstract=Although it might be treated as a violation of institutional participation norms (Lemke, 1990), conversational talk in the classroom can offer learners valuable opportunities to build social roles, nurture interpersonal relationships, develop understandings (Edwards & Mercer, 1987; Lemke, 1990; Mehan, 1979), and, in the second language classroom, engage in authentic and spontaneous target language use (Park, 2016; Waring, 2014). Skillfully balancing both the institutional and interpersonal demands of the classroom is then crucial to the interactional achievement of teaching.
In this chapter, we analyze how one third-grade teacher attends to the interpersonal and instructional contingencies of the second language classroom through a range of verbal and embodied resources. Drawing on Goffman’s (1974, 1981) concept of framing, we show that the teacher uses his prosody, gaze, body posture, and instructional materials to either mark transitions from “doing conversation” to “doing instruction” or to embed instruction into conversation, thus attending to both the institutional and the interpersonal simultaneously. We argue that such practices expand the notion of what constitutes teaching in the language classroom, and we consider possible implications for teachers who strive to incorporate students’ funds of knowledge into the classroom to create a rich learning environment.
}}

LoTadic2021

2023-08-02T15:23:54Z

LANSI: Created page with "{{BibEntry |BibType=BOOK |Author(s)=Carol Hoi Yee Lo; Nadja Tadic |Title=Managing a delicate telling in the adult ESL classroom: A single case analysis |Editor(s)=Jean Wong; |..."

{{BibEntry
|BibType=BOOK
|Author(s)=Carol Hoi Yee Lo; Nadja Tadic
|Title=Managing a delicate telling in the adult ESL classroom: A single case analysis
|Editor(s)=Jean Wong;
|Tag(s)=EMCA;
|Key=LoTadic2021
|Publisher=Routeldge
|Year=2021
|Language=English
|Address=New York
|Booktitle=Storytelling in multilingual interaction: A conversation analysis perspective
|Abstract=Drawing on video data from an adult ESL class, this single case analysis examines one language-learner’s telling of domestic abuse during class discussion, with a focus on how the trajectory of the telling is shaped by the teacher’s and other students’ responses. In this study, we show (1) how the delicate telling is volunteered and designed as a gloss, (2) how the teacher responds to the telling with teasing and delivers his version of events, (3) how the instructor’s and the student’s differential understandings of and stances toward the telling are displayed and negotiated, (4) how particulars of the domestic abuse are eventually clarified and explicated, and (5) how the teacher’s delayed understanding, embodied discomfort, and absence of affiliative response stymie the closure of the telling. The analysis offers a concrete example of how a learner-initiated sensitive telling is managed in situ, which sheds light on the challenges and intricacies teachers face in responding to a delicate telling in the adult ESL classroom. This study, then, hopes to contribute to the literature on both teacher management of learner tellings and to the organization of a delicate telling in a public setting.
}}

Takahashi2019

2023-08-02T15:04:20Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Junko Takahashi; |Title=East Asian and native-English-speaking students’ participation in the graduate-level American classroom |Tag(s..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Junko Takahashi;
|Title=East Asian and native-English-speaking students’ participation in the graduate-level American classroom
|Tag(s)=EMCA;
|Key=Takahashi2019
|Year=2019
|Language=English
|Journal=Communication Education
|Volume=68
|Number=2
|Pages=215-235
|URL=https://doi.org/10.1080/03634523.2019.1566963
|Abstract=This study explored participation patterns that East Asian students and non-East Asian students who were native English speakers exhibited a graduate-level American classroom. Through the analysis of video-recorded classroom interactions, class observations, and interviews with selected participants, the study found that the two groups’ participation patterns differed from one another. In particular, the linguistic or embodied devices that East Asian students and non-East Asian students used to secure their interactional turns and how they employed them were distinct. Although results represent an initial exploratory view of this topic, understanding these distinctions could help generate teacher strategies for allocating the floor in higher-education classrooms that can lead to more balanced participation by every member of the class.
}}

Tadic2019

2023-08-02T14:59:21Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Nadja Tadic; |Title="My brain hurts:" Incorporating learner interests into the classroom |Tag(s)=EMCA; |Key=Tadic2019 |Year=2019 |Langua..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Nadja Tadic;
|Title="My brain hurts:" Incorporating learner interests into the classroom
|Tag(s)=EMCA;
|Key=Tadic2019
|Year=2019
|Language=English
|Journal=Language and Education
|Volume=33
|Number=1
|Pages=68-84
|DOI=https://doi.org/10.1080/09500782.2018.1476527
|Abstract=Educators have long been advocating for the appropriation of students’ interests into the classroom as a means of promoting participation and learning. However, little attention has been paid to the possible issues that interest-driven pedagogy might engender for both teachers and students through its blend of the personal and academic. This article examines how one elementary school teacher appropriates his students’ interests into an instructional task and how this attempt at blending real-life and instruction shapes student participation and task completion. The data come from an hour-long video recording of a third-grade sheltered instruction English Language Arts class at a public school in the United States. Conducted within the conversation analytic framework, the study shows that implementing interest-driven pedagogy in the classroom can engender a struggle between instructional task demands and real-life student concerns, consequently both hindering and facilitating student participation and task completion.
}}

King2020

2023-06-07T17:21:56Z

LANSI:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Allie Hope King;
|Title=Curating the Q&A: The art of moderating webinars.
|Tag(s)=EMCA;
|Key=King2020
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Address=London, UK
|Booktitle=Communicating with the public: Conversation analytic studies.
|Abstract=A robust literature now exists on question-answer sequences in social interaction (e.g., Stivers, Enfield & Levinson, 2010). What remains relatively under-explored is the role of moderators in facilitating such sequences in certain institutional contexts. Based on 17 audio-recorded webinars organized by a U. S. philanthropic foundation, where audience questions are submitted in text form and made public by a moderator who animates the questions verbally, this chapter focuses on how moderators embody and execute this “third party” role in bridging the interaction between the audience and the group of panellists as well as managing the progressivity of the overall question-answer exchange. In particular, moderators use question preliminaries, question animation, question closings, and respondent selection to manage the progressivity of the sequence. They also use cohesive practices to make hearable ties between the written and spoken interaction to render the Q&A session more informative and comprehensible. These findings constitute a step toward identifying, on a micro-analytic level, certain “best practices” (Zoumenou et al., 2015) for webinar facilitation.
}}

Fagan2019

2023-06-07T16:55:10Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Drew S. Fagan; |Title=Teacher embodied responsiveness to student displays of trouble within small-group activities. |Editor(s)=Joan Kell..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Drew S. Fagan;
|Title=Teacher embodied responsiveness to student displays of trouble within small-group activities.
|Editor(s)=Joan Kelly Hall; Stephen Daniel Looney;
|Tag(s)=EMCA;
|Key=Fagan2019
|Publisher=Multilingual Matters
|Year=2019
|Language=English
|Address=Bristol, UK
|Booktitle=The embodied achievement of teaching
|Pages=p. 100-121
}}

YuTadic2020

2023-06-07T16:51:18Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Di Yu; Nadja Tadic; |Title=Narrating the visual: Projecting and accounting for actions in webinar Q&As |Editor(s)=Hansun Zhang Waring &..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Di Yu; Nadja Tadic;
|Title=Narrating the visual: Projecting and accounting for actions in webinar Q&As
|Editor(s)=Hansun Zhang Waring & Elizabeth Reddington;
|Tag(s)=EMCA;
|Key=YuTadic2020
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Address=London, UK
|Booktitle=Communicating with the public: Conversation analytic studies. London
|Abstract=Visual phenomena have long been a topic of interest in EMCA (ethnomethodology and conversation analysis) research (Goodwin, 2000; Nishizaka, 2011). The role of visual conduct as an interactional resource is particularly salient in technology-mediated contexts, where the “delicacy” of recognizing and coordinating gaze and gestures is often distorted and lost (Heath & Luff, 1993). In webinars in particular, participants not only lack visual access to each other but also, given their different participation roles (e.g., presenter, participant), are privileged with different levels of visual access to how the activities in the webinar are displayed on their computer screens. In this chapter, we examine how such asymmetrical visual access is consequential for organizing webinar talk and how participants use what is visible on their computer screens to manage Q&As. Based on 6 audio-recordings of informational webinars organized by a philanthropic foundation in the U.S., we show that the moderators or presenters narrate the visual as a type of verbal ‘pointing’ that orients the audience in various ways, such as accounting for transitioning to another task, projecting nomination, selecting the next speaker, foreshadowing closing, and highlighting potential technical difficulties in launching or implementing a question-answer sequence. The findings contribute to our understanding of the complexities entailed in managing multiparty question-answer sequences in technology-mediated contexts.
}}

TadicYu2020

2023-06-07T16:47:08Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Nadja Tadic; Di Yu; |Title=Constructing the audience in informational media Interviews. |Editor(s)=Hansun Zhang Waring & Elizabeth Reddi..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Nadja Tadic; Di Yu;
|Title=Constructing the audience in informational media Interviews.
|Editor(s)=Hansun Zhang Waring & Elizabeth Reddington;
|Tag(s)=EMCA;
|Key=TadicYu2020
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Address=London, UK
|Booktitle=Communicating with the public: Conversation analytic studies
|Abstract=The role of the audience remains relatively under-explored although it is widely regarded as integral to media interviews (Clayman, 2015). In this chapter, we explore how, rather than assuming an abstract, taken-for-granted audience, participants actively construct their audience as a specific subset of the general public such as parents, members of the PTA, or business owners. Based on six publicly available media interviews conducted with representatives of a philanthropic organization in the U.S, we show how by referencing various social roles, activities, and values, different representatives of the organization position different members of society as potential agents of change in the realm of public health and, thus, as their intended audience members. The study sheds light on how audiences are actively constructed as more specific than abstract, and how public figures can tailor their message in concrete ways to make it relevant and appealing to their intended audience members.
}}

ChoeReddington2020

2023-06-07T15:39:41Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Ann Tai Choe; Elizabeth Reddington; |Title=But-prefacing for refocusing in public talk. |Editor(s)=Hansun Zhang Waring & Elizabeth Reddi..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Ann Tai Choe; Elizabeth Reddington;
|Title=But-prefacing for refocusing in public talk.
|Editor(s)=Hansun Zhang Waring & Elizabeth Reddington;
|Tag(s)=EMCA;
|Key=ChoeReddington2020
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Address=London, UK
|Booktitle=Communicating with the Public: Conversation Analytic Studies
|Abstract=But as a discourse marker has been shown to join two contrastive ideas (Halliday & Hasan, 1976; Fraser, 1996) or mark denials of expectation (Blakemore, 1987; Lakoff, 1971). In this chapter, we continue to explore its interactional work (Bolden, 2006) with a specific focus on how but-prefaced turn-construction units (TCUs) are used by participants in public talk that is designed to inform a wider audience. Data consist of video- or audio-recordings of 1 televised interview, 2 podcasts, 1 moderated panel discussion, and 2 informational webinars. We show how but at the beginning of TCUs can be used to mark a resumption of the “main business.” In particular, but-prefacing is employed following talk that either (1) attends to unexpected contingencies, such as non-conforming interviewee responses or technical difficulties, or (2) can be heard as parenthetical to the current topic or action. We argue that, in these environments, but functions as a refocusing device, helping the speaker shift from talk that departs from the objective at hand to pursue the original course of action, thereby regaining the focus of discussion for the benefit of the overhearing (Goffman, 1981) audience. The findings contribute to the burgeoning literature on discourse markers in TCU-initial position (Bolden, 2006, 2009, 2010; Schegloff & Lerner, 2009; Waring, 2012) by identifying but as an important interactional resource for achieving coherence in communications involving a third-party audience.
}}

LoYu2020

2023-06-07T15:33:28Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Carol Hoi Yee Lo; Di Yu; |Title=Enabling institutional messaging: TV journalists’ work with interviewee responses. |Editor(s)=Hansun Z..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Carol Hoi Yee Lo; Di Yu;
|Title=Enabling institutional messaging: TV journalists’ work with interviewee responses.
|Editor(s)=Hansun Zhang Waring & Elizabeth Reddington;
|Tag(s)=EMCA;
|Key=LoYu2020
|Publisher=Bloomsbury
|Year=2020
|Language=English
|Address=London, UK
|Booktitle=Communicating with the public: Conversation analytic studies
|Abstract=In public broadcasting, the primary goal of interviewing an expert is to inform and educate the audience for the benefit of societal interests (Clayman, 2013). Previous work on news interviews has noted that this type of public discourse not only involves the host and the expert, but also an overhearing audience (Clayman & Heritage, 2002; Hutchby, 1995); moreover, the host is positioned as the “tribune” of the people (Clayman, 2002), tasked with the responsibility to maximize the public’s understanding of and knowledge about what may concern them. While the audience as the third party in the question-answer sequence in news interviews has received considerable attention in the literature, less is known about how the interviewer works with the health expert’s responses to questions in order to facilitate the audience’s understanding of health initiatives. In this paper, we examine how the interviewer designs a follow-up turn to (1) provide background or supplemental information which contextualizes the interviewee's prior response and to (2) reformulate the expert’s explanation from the perspective of the general public, thereby facilitating the audience’s understanding of initiatives pertaining to public health.
}}

SongWaring2021

2023-06-07T15:18:26Z

LANSI:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Gahye Song; Hansun Zhang Waring;
|Title=Nanun-prefacing in Korean storytelling.
|Editor(s)=Jean Wong; Hansun Zhang Waring;
|Tag(s)=EMCA;
|Key=SongWaring2021
|Publisher=Routledge
|Year=2021
|Language=English
|Address=New York
|Booktitle=Storytelling in multilingual interactions: A conversation analysis perspective.
|Abstract=This chapter describes the use of reference to speaker at a tellership transition position during storytelling in Korean. More specifically, the practice of initiating a telling with the first-person pronoun na or ce ‘I’ followed by the topic particle -nun, or nanun-prefacing, is described as a linguistic resource to mark the initiation of a telling that is similar to previous one in terms of topic, action, and format. Producing closely-related ‘parallel tellings,’ participants construct a larger sequence of topical talk or a series of stories collaboratively. By describing a discourse organizational function of speaker’s self-reference in storytelling, this study contributes to the research on both person reference and story-telling in Korean conversation.
}}

King2020

2023-06-07T15:17:17Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Allie Hope King; |Title=Curating the Q&A: The art of moderating webinars. |Tag(s)=EMCA; |Key=King2020 |Publisher=Bloomsbury |Year=2020 |..."

SongWaring2021

2023-06-07T10:32:13Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Gahye Song; Hansun Zhang Waring; |Title=Nanun-prefacing in Korean storytelling. |Editor(s)=Jean Wong; Hansun Zhang Waring; |Tag(s)=EMCA;..."

Lo2021

2023-06-07T10:21:03Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Lo, C.H.Y., Tadic, N. |Title=Managing a delicate telling in the adult ESL classroom: A single case analysis. |Editor(s)=Jean Wong; Hansu..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Lo, C.H.Y., Tadic, N.
|Title=Managing a delicate telling in the adult ESL classroom: A single case analysis.
|Editor(s)=Jean Wong; Hansun Zhang Waring;
|Tag(s)=EMCA;
|Key=Lo&Tadic2021
|Publisher=Routledge
|Year=2021
|Language=English
|Address=New York
|Booktitle=Storytelling in multilingual interaction: A conversation analysis perspective.
}}

Frantz2021

2023-06-07T10:19:01Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Kelly Katherine Frantz |Title=Language learning in repeated storytellings: The case of repair practices. |Editor(s)=J. Wong; H.Z. Waring..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Kelly Katherine Frantz
|Title=Language learning in repeated storytellings: The case of repair practices.
|Editor(s)=J. Wong; H.Z. Waring
|Tag(s)=EMCA;
|Key=Frantz2021
|Publisher=Routledge
|Year=2021
|Language=English
|Address=New York
|Booktitle=Storytelling in multilingual interaction: A conversation analysis perspective
}}

Carpenter2021

2023-06-07T10:15:44Z

LANSI:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Carpenter, L. B.
|Title=Supporting Student-Teacher Development of Elicitations Over Time: A Conversation Analytic Intervention
|Tag(s)=EMCA;
|Key=Carpenter2021
|Year=2021
|Language=English
|Journal=Classroom Discourse
|DOI=DOI: 10.1080/19463014.2021.1946112
|Abstract=Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.
}}

Carpenter2021

2023-06-07T10:15:10Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Carpenter, L. B. |Title=Supporting Student-Teacher Development of Elicitations Over Time: A Conversation Analytic Intervention |Tag(s)=E..."

King2022

2023-06-07T10:13:41Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=King, A. H. |Title=Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching |Tag(s)=EMCA; |Key=Ki..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=King, A. H.
|Title=Synchronizing and amending: A conversation analytic account of the “Co-ness” in co-teaching
|Tag(s)=EMCA;
|Key=King2022
|Year=2022
|Language=English
|Journal=Linguistics and Education
|DOI=DOI: 10.1016/j.linged.2022.101015
|Abstract=Despite extensive interdisciplinary research on co-teaching over the last few decades, the existing body of work still leaves unanswered questions about what teacher collaboration looks like and how, precisely, co-teaching might enhance student learning or even teacher experience. In the first conversation analytic study to be done on co-teaching for gifted students, I examine one first-grade classroom where two head teachers with equal roles instruct accelerated children. I identify two interactional practices (synchronizing and amending) that co-teachers deploy which underlie and maximize the “co-ness” of their collaborative dynamic. In analyzing and describing these practices in detail, I reveal some of the ways in which co-teachers accomplish collaboration, and I also present evidence for how such collaboration can enhance both learning and teaching in a classroom with young students. Findings contribute to a nascent body of discourse analytic research on co-teaching, provide novel insight on co-teaching in gifted classrooms, and lay the groundwork for some practical suggestions for training materials for co-teachers.
}}

Frantz2022

2023-03-13T14:55:26Z

LANSI: Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Frantz, K.K. |Title=“It’s not scientific enough”: Analyzing the development of academic criticism in a graduate student writer. |T..."

{{BibEntry
|BibType=ARTICLE
|Author(s)=Frantz, K.K.
|Title=“It’s not scientific enough”: Analyzing the development of academic criticism in a graduate student writer.
|Tag(s)=EMCA;
|Key=Frantz2022
|Year=2022
|Language=English
|Journal=Studies in Applied Linguistics and TESOL
|Volume=22
|Number=1
}}