Turn allocation patterns and learning opportunities

Abstract

Drawing on data from three English classrooms at two Chinese universities, this paper documents the turn-taking patterns that the teachers and students developed over time and explores how these patterns affected students’ opportunities to participate in classroom discourse. The data were collected through observations, audio- and video-taping, and stimulated reflection across a two-and-a-half-month period. Based on the findings, participatory implications are discussed and some possible changes to turn management proposed, which are applicable not only to the Chinese context but beyond.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 26 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.