The Interactional Organisation of Co-Teaching in Language Educational Settings: The Case of Mandarin Language Teaching in Scotland

Abstract

Co-teaching is a common feature of language education in schools.It usually involves two adults holding different sets of expertise and working jointly with the same group of learners.Despite the prevalence of co-teaching in language educational settings, little is known as to how co-teaching is organised and negotiated in classroom talk.Drawing on Membership Categorisation Analysis, this paper aims to shed light on the interactional organisation of co-teaching in language educational settings.To do so, we differentiate the institutional label of "classroom teacher" from the practical social identity of "teacher-hood" and investigate who, in a co-teaching setting, performs "teacher-hood" (or in other words, who is "doing being" the teacher).We take the case of a Chinese student volunteer who teaches Mandarin alongside a classroom teacher in a Scottish primary school and present a series of ethnographic vignettes where the teacher and the student volunteer find multiple and creative ways of negotiating "teacher-hood."

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