Teachers' Embodied Allocations in Instructional Interaction

Autor/in	Kääntä, Leila
Titel	Teachers' Embodied Allocations in Instructional Interaction
Quelle	In: Classroom Discourse, 3 (2012) 2, S.166-186 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2012.716624
Schlagwörter	Eye Movements; Nonverbal Communication; Responses; Teacher Student Relationship; Classroom Communication; Interaction; Interpersonal Communication; Content Analysis; Discourse Analysis; Foreign Countries; English (Second Language); Video Technology; Secondary School Students; Elementary School Students; Second Language Instruction; Teaching Methods; Secondary School Teachers; Elementary School Teachers; Finland + Suchen Sie Ihr Suchwort? Augenbewegung; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Interaktion; Interpersonale Kommunikation; Inhaltsanalyse; Diskursanalyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarschüler; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	This paper describes how teachers employ gaze, head nods and pointing gestures in allocating response turns to students in whole-class instructional interaction. Specifically, it focuses on examining teachers' embodied allocations--that is, turn-allocations produced (mostly) by embodied means--and the sequential positions in which they are performed within the tripartite instructional sequence of IRE. While prior studies have noted their use in classroom interaction, the way in which they are drawn on by teachers has not been examined in detail. By using conversation analysis in conjunction with the study of embodied interaction, this article aims to show how these ephemeral embodied resources become interactionally meaningful for participants in managing speaker change and negotiating participation in multi-party classroom interaction. The findings show how teachers' embodied allocations are contingently produced and sensitively timed in relation to the unfolding interaction and the emerging participation frameworks. They also manifest how teachers occasionally produce embodied allocations simultaneously with talk so that they perform two interactional tasks at the same time, thereby showing a momentary "division of labour" in operation between the two modalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01