Full Description
This book offers a close investigation of interactional practices in L2 classrooms, and provides a deeper appreciation of the processes involved in the co-construction of understanding and knowledge in settings for instructed language learning.
Using Conversation Analysis, and referring to epistemic, multimodal, and multilingual resources, Olcay Sert explicates key interactional and pedagogical practices observed in language classrooms by closely examining the verbal and nonverbal features of teacher-student interaction; for example, gaze, gestures and orientations to classroom artefacts.
With an emphasis on the multimodal and multilingual resources, this is one of the first studies to comprehensively address these issues in L2 classrooms with a clear theoretical and practical underpinning, and is an essential study for researchers and postgraduate students in TESOL and Applied Linguistics.
Contents
Acknowledgements; Chapter 1: Introduction to the book; 1.1. Introduction; 1.2. The significance of this book; 1.3. The dataset; 1.4. Contents of the book; Chapter 2: Social interaction and L2 classroom discourse; 2.1. Introduction; 2.2. Interaction as a social phenomenon; 2.3. Approaches to (L2) classroom discourse; 2.4. Conversation Analysis: a sequential approach to classroom interaction; 2.4.1 Conversation Analysis; 2.4.2 Conversation Analysis in CD: Turn-taking, allocation, and triadic dialogue; 2.5. Transcription conventions; 2.6. L2 classroom contexts; 2.7. Conclusion; Chapter 3: Co-construction of understanding in L2 classroom interaction; 3.1. Introduction; 3.2. CA-for-SLA and L2 interactional competence; 3.3. Epistemic, Multimodal, and Multilingual resources; 3.3.1. Epistemic orientations of participants in language classrooms; 3.3.2 Multimodal resources in language classrooms; 3.3.3 Multilingual resources in language classrooms; 3.4. Teacher talk, student participation, and L2 learning opportunities; 3.5. L2 Classroom Interactional Competence; 3.6. Conclusion; Chapter 4: From troubles to resolution: management of displays and claims of insufficient knowledge in L2 classrooms; 4.1. Introduction; 4.2. The interactional unfolding of claims of insufficient knowledge; 4.3. Epistemic Status Check (ESC) as an interactional phenomenon; 4.4. (Un)willingness to participate as participants' concern; 4.5. Successful management of CIK; 4.6. Discussion and Conclusion; Chapter 5: Use of multimodal resources in L2 classroom interaction; 5.1. Introduction; 5.2. Multimodal resources used in repairing hearing and understanding problems; 5.3 Multimodal resources used in doing correction; 5.4. Multimodal resources in elicitation sequences; 5.5. Multimodal resources in explanation sequences; 5.6. Multimodal resources in 'orientations to learning'; 5.7. Conclusion; Chapter 6: Use of multilingual resources in classroom interaction; 6.1. Introduction; 6.2. Teacher initiated code-switching; 6.3. Teacher induced code-switching; 6.4. Management of student-initiated code-switching; 6.5. Conclusion; Chapter 7: Implications for teaching in L2 classrooms; 7.1. Introduction; 7.2 Management of interactional troubles; 7.3 Increased awareness on UTP; 7.4 Multimodal aspects of CIC; 7.5. Multilingual aspects of CIC; 7.6 Learner initiatives and managing epistemic, multilingual and multimodal resources; 7.7. Conclusion; Chapter 8: Implications for language teacher education; 8.1. Introduction; 8.2 Tracing the development of CIC; 8.3 A microscopic and reflective model for language teacher education; 8.4. Conclusion; Chapter 9: A Bright Future?; 9.1 Introduction; 9.2 Research ethics; 9.3 Future directions; 9.3.1 Implications for researchers; 9.3.2 Implications for practitioners; 9.4 Conclusion; References; Appendices
