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Language Play with Formulas in an EFL Classroom
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In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
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In: Languages ; Volume 6 ; Issue 3 (2021)
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日本語教師の実践的コミュニケーション能力に関する覚書 ; An Interim Report on the Practical Communicative Skills of Japanese-Language Teachers
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Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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| 7 |
Discurso e identidad: características de la integración lingüística en el aula
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 37, 2021 (Ejemplar dedicado a: Publicación continua), pags. 1-19 (2021)
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SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
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In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020)
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Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
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In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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Using corpus methods to investigate classroom interaction and teacher discourse in special educational needs (SEN) classrooms: an investigation of methodological possibilities ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION
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In: Doctoral Dissertations (2020)
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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| 19 |
Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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Abstract:
Feedback has been recognized as one of the most powerful factors in school achievement, and a great body of research has been devoted to studying its effectiveness. In this research, I bring together research in peer feedback and mathematics education by exploring peer feedback practices in my grade six mathematics class. Inspired by a democratic view of education, this research is premised on the conviction that peer feedback practices, like all other educational acts, must be decided by those affected by them. For this reason, my grade six students and I co-constructed feedback practices as the group engaged in feedback actions, categorized feedback, and co-constructed models of feedback. Adopting an enactivist perspective, both as a theory of knowing and as a methodology, I explored the co-construction of the groups feedback practices as feedback was enacted across three cycles of feedback actions. The goal of this research was to see how the group co-constructed feedback categories, models and actions and how conceptualization of feedback and its effectiveness evolved throughout the process. The analysis of data culminated in three detailed narratives describing, from my perspective as teacher-researcher, shared experiences of coupling across the three cycles. The process of co-constructing feedback provided the group with the opportunity for recursive linguistic coupling with one another, through which the group co-adapted and co-evolved and brought forth new possibilities for feedback categories and models. Many parallels emerged between the process of co-construction of feedback practices and the feedback practices that were co-constructed. Students conceptualization of feedback and its effectiveness evolved from content to actions and relationships. The findings of this research suggest that the power of the feedback practices rested in the fact that they were co-constructed and that the process of co-construction was one of transformation, of action, reflection, and effective relationships.
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Keyword:
Action; Awareness; Bringing forth; Classroom climate; Classroom practices; Classroom research; Co-adaptation; Co-construction; Co-evolution; Conversations; Democratic education; Discussion; Education; Effective relationships; Effectiveness; Elementary mathematics; Embodied action; Enaction; Enactivism; Enactivist methodology; Ethics; Feedback; Interaction; Linguistic coupling; Mathematical thinking; Mathematics; Mathematics teaching; Models of feedback; Narrative; Peer feedback; Problem solving; Process; Reflection; Relationships; Structural coupling; Students as partners; Teacher education; Teacher researcher; Transformation
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URL: http://hdl.handle.net/10315/37988
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| 20 |
‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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