Supporting Student-Teacher Development of Elicitations over Time: A Conversation Analytic Intervention

Autor/in	Carpenter, Lauren B.
Titel	Supporting Student-Teacher Development of Elicitations over Time: A Conversation Analytic Intervention
Quelle	In: Classroom Discourse, 14 (2023) 2, S.109-127 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2021.1946112
Schlagwörter	Discourse Analysis; Teacher Student Relationship; Intervention; Teaching Methods; Grade 7; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Supervision; Language Teachers; Reflection; Classroom Communication; Masters Programs; Teacher Education Programs; Graduate Students; Practicums; Lesson Plans; Poetry; Language Rhythm; Vocabulary Development + Suchen Sie Ihr Suchwort? Diskursanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Klassengespräch; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Practicum; Praktikum; Praktika; Lesson planning; Unterrichtsplanung; Lyrik; Poesie; Sprachrhythmus; Wortschatzarbeit
Abstract	Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST's growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01