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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 teacher redirects learners’ attention and constitutes a group that will work together as a collective. The first type of digging zooms in on one particular language issue which the teacher frames as a language challenge for the group and works collaboratively with the collective toward resolving it. The second type of digging, by contrast, zooms out from a specific language issue to a larger pattern in either the learners’ native languages or the target language, English. In both types of digging, exploratory talk and various scaffolding techniques are employed to promote participation and learner agency. The findings contribute to the literature on classroom interaction by specifying, in fine-grained detail, the how-to of these teacher interactional practices during whole group work on understanding which involves the intricate work of every gaze, every gesture, every posture shift, every utterance, and every second of silence. Such specifications also enrich teacher educators’ pedagogical content knowledge by providing them a common language to talk about, and illuminate the complexity of, teaching as they guide students to “see” such complexity.
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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://doi.org/10.7916/d8-sxq1-dj86
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| 63 |
Culture as Non-Consensus: Exploring Coherence Among Native Speakers’ Perceptions of German Expressions of Affection
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In: L2 Journal, vol 12, iss 1 (2020)
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| 64 |
“I CAN’T BELIEVE CLASS IS OVER ALREADY!”: A STUDY OF HOW LANGUAGE-CLASS ACTIVITIES GENERATE FLOW ...
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| 65 |
Continuity and change. Migrants' experiences of adult language education in Sweden ...
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| 66 |
Continuity and change. Migrants' experiences of adult language education in Sweden
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In: European journal for Research on the Education and Learning of Adults 11 (2020) 3, S. 399-414 (2020)
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| 67 |
Teaching through stories. Renewing the Scottish storyline approach in teacher education
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In: Münster ; New York : Waxmann 2020, 444 S. (2020)
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| 68 |
Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor ...
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| 69 |
Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students
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In: Behavioral Sciences ; Volume 10 ; Issue 1 (2020)
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| 70 |
Writing in Arabic as a foreign language (AFL): towards finding a balance between translation dependency and creative writing
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| 73 |
Percepciones de alumnos y profesores sobre el uso de la lengua franca en aulas de ELE de adolescentes plurilingües
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| 74 |
LINGUISTIC PUZZLES AS A TOOL TO ENHANCE THE INNER MOTIVATION OF SECONDARY LANGUAGE IDENTITY ; ЛІНГВІСТИЧНІ ЗАДАЧІ ЯК ЗАСІБ ФОРМУВАННЯ ВНУТРІШНЬОЇ МОТИВАЦІЇ ВТОРИННОЇ МОВНОЇ ОСОБИСТОСТІ
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In: Ars linguodidacticae; № 1 (2017); 48-56 ; ARS LINGUODIDACTICAE; № 1 (2017): Ars linguodidacticae; 48-56 ; 2663-0303 (2020)
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| 76 |
The implementation of digital learning technology in the teaching of EFL vocabulary
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| 77 |
The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language
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| 78 |
Computerized Dynamic Assessment of Grammar in Second Language Development
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In: Graduate Masters Theses (2020)
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