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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor
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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ...
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Abstract:
Over the past several decades, research that explored various teaching-and-learning contexts has provided valuable insights into teacher-learner interactional practices in second language classrooms. Many of these practices focus on learners’ language accuracy by targeting the correct answer, a worthy but perhaps insufficient goal; an additional teacher responsibility is to encourage learners to build on their understanding by reasoning through that correct answer. This current study adds to previous research by examining how one experienced teacher and her adult ESL students in a community language program in the U.S. engage in a particular type of interactive, collaborative work on understanding that moves beyond what is correct to why it is correct, which I call “digging.” Based on a conversation analytic examination of 15 hours of video-recorded classroom interaction, the findings showcase two complementary types of teacher-led digging that are preceded by a critical “pre-digging” phase, during which the ...
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Keyword:
Adult students; English language--Study and teaching--Foreign speakers; Questions and answers; Second language acquisition--Methodology; Teachers--Training of
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URL: https://dx.doi.org/10.7916/d8-sxq1-dj86 https://academiccommons.columbia.edu/doi/10.7916/d8-sxq1-dj86
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An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
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Negotiating Participant Status in Participation Frameworks ...
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An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier ...
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