Supporting Talk? Partnership Teachers in Classroom Interaction

Angela Creese

80 citations0/0 files storedInternational Journal of Bilingual Education and Bilingualism

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

The literature on classroom discourse has too long constructed the classroom as a place of one teacher and many pupils. This paper challenges this view by investigating classroom discourse in two-teacher classrooms. Specifically, it presents a case study of an English as an additional language teacher and geography teacher working together in the geography classroom from a year-long ethnography. It draws on interview data and classroom transcripts to look at how the two teachers construct their roles and looks at how the two teachers' discourses differ in their interaction and negotiation with two individual bilingual students. The ethnographically informed discourse analysis shows the importance of balancing different kinds of pedagogic discourses within the classroom. Although discourses of facilitation and accessing are often viewed as secondary to the discourses of transmission, this paper shows the skills involved in teacher questioning and response in learning interactions.

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1976Foundations in Sociolinguistics: An Ethnographic Approach 1991Focus on Form 2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION 1982Problems of the Development of the Mind 1983Native speaker/non-native speaker conversation and the negotiation of comprehensible input1 1962THE ETHNOGRAPHY OF SPEAKING 1995The Guided Construction of Knowledge 1998Second language classrooms research on teaching and learning

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2010Qualitative Interviews in Applied Linguistics: From Research Instrument to Social Practice 2009Trends in qualitative research in language teaching since 2000 2015Organizing English Learner Instruction in New Immigrant Destinations 2010Sustaining collaboration: English-as-a-second-language, and content-area teachers 2013The challenges of planning language objectives in content-based ESL instruction 2011Using talk to scaffold referential questions for English language learners

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