Managing Participation in the Adult ESL Classroom: Engagement and Exit Practices

Autor/in	Reddington, Elizabeth
Titel	Managing Participation in the Adult ESL Classroom: Engagement and Exit Practices
Quelle	In: Classroom Discourse, 9 (2018) 2, S.132-149 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2018.1433051
Schlagwörter	Classroom Techniques; English (Second Language); Second Language Learning; Second Language Instruction; Adult Education; Classroom Communication; Teaching Methods; Nonverbal Communication; Video Technology; Language Teachers; Teacher Student Relationship; Observation + Suchen Sie Ihr Suchwort? Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung
Abstract	While there has been long-standing interest in identifying teacher practices for facilitating participation, less attention has been paid to what might be termed the 'participation paradox', or the necessity of "engaging in" and "disengaging from" interactions with individual students to create opportunities for both "extended" and "even" participation. In this study, I describe the interactional work undertaken by one teacher to navigate the paradox during a whole-class communicative activity in an adult English as a Second Language class. Highlighting the coordinated use of verbal and non-verbal resources, I demonstrate how the teacher uses two sets of practices to engage in and carefully exit from dyadic exchanges. I argue that "both" sets of practices reflect the teacher's orientation to involving not only the currently addressed student but also the unaddressed others. Findings contribute to a growing body of work that seeks to explicate the 'how' of (second language) teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01