Classroom Discourse最新文献_第5页

Translanguaging and power in academic writing discourse: the case of a Bangladeshi university 学术写作话语中的译语与权力:以孟加拉大学为例

IF 1.4

Classroom Discourse Pub Date : 2022-04-29 DOI: 10.1080/19463014.2022.2046621

A. Rafi, A. Morgan

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引用次数: 8

Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom 在技术丰富的第二语言环境中的互动实践，在教室的物理边界内外

IF 1.4

Classroom Discourse Pub Date : 2022-04-03 DOI: 10.1080/19463014.2022.2063547

Teppo Jakonen, M. Dooly, Ufuk Balaman

引用次数: 3

Opportunities for second language learning in online search sequences during a computer-mediated tutoring session 第二语言学习的机会在网上搜索序列在计算机中介辅导会议

IF 1.4

Classroom Discourse Pub Date : 2022-04-03 DOI: 10.1080/19463014.2021.2023597

H. T. Nguyen, Ann Tai Choe, Cristiane Vicentini

引用次数: 4

‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting “我们应该谷歌一下”:在线学生会议中知识互动的动态

IF 1.4

Classroom Discourse Pub Date : 2022-04-03 DOI: 10.1080/19463014.2021.2023596

M. Dooly, Vincenza Tudini

{"title":"‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting","authors":"M. Dooly, Vincenza Tudini","doi":"10.1080/19463014.2021.2023596","DOIUrl":"https://doi.org/10.1080/19463014.2021.2023596","url":null,"abstract":"ABSTRACT This paper takes a multimodal conversation analytic approach to explore knowledge-in-interaction in a technology-mediated online environment (Skype videoconference) during a meeting between eight university students studying to become language teachers. The analysis considers the ways in which the student-teachers demonstrate their knowledge or understanding of telecollaborative project-based language learning while taking part in a telecollaborative exchange themselves. Given the growing predominance of online teaching and learning, it is increasingly relevant to have a deep understanding of the ongoing learner interaction that takes place in these environments, particularly considering that interaction can be understood as a trajectory of knowledge building. The study examines how the student-teachers make use of the different technological features of a videoconferencing platform to manage the assigned task, which is to complete a collaborative exam. These features include camera, shared links, parallel text chats and editing tools. Findings imply that the student-teachers sequentially organise their knowledge synthesis and co-construction of pedagogical understanding through technologically-supported mutually coordinated interaction. Although the analysis is contextually bound, the task-focused interaction that is highlighted is relevant to higher education teachers in a variety of contexts, apart from teacher education.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"1 1","pages":"188 - 211"},"PeriodicalIF":1.4,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90165531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Coda: the interactional affordances and constraints of technology-rich teaching and learning environments 结论:技术丰富的教学环境的交互性支持和约束

IF 1.4

Classroom Discourse Pub Date : 2022-04-03 DOI: 10.1080/19463014.2022.2071959

S. Thorne, J. Hellermann

引用次数: 3

Using online translation tools in computer-assisted collaborative EFL writing 在线翻译工具在计算机辅助英语写作中的应用

IF 1.4

Classroom Discourse Pub Date : 2022-03-15 DOI: 10.1080/19463014.2021.2025119

N. Musk

引用次数: 9

Focusing on content or strategies? Enactment of reading strategies in discussions about science texts 关注内容还是策略?科学文本讨论中阅读策略的制定

IF 1.4

Classroom Discourse Pub Date : 2022-02-24 DOI: 10.1080/19463014.2021.2023598

R. Walldén

{"title":"Focusing on content or strategies? Enactment of reading strategies in discussions about science texts","authors":"R. Walldén","doi":"10.1080/19463014.2021.2023598","DOIUrl":"https://doi.org/10.1080/19463014.2021.2023598","url":null,"abstract":"ABSTRACT This article concerns the relationship between general literacy skills and engagement with subject-specific content in classroom practice. The aim is to contribute knowledge about how enactment of reading strategies impacts classroom discussions about science texts. For 10 weeks, the researcher conducted observations and audio recordings of strategy-focused text discussions in Grade 4 physics and biology. The strategies employed were as follows: text knowledge, looking at text features and using prior knowledge. The analysis of the transcribed recordings and relevant parts of the textbook material was informed by Bernstein’s sociology of education and a social semiotic view of disciplinary literacy practices. The result shows that reading strategies were foregrounded in discussions about texts in ways which created and upheld boundaries to related content, activities and texts. Notably, the teacher and the students discussed single pages of science textbook material without considering how meaning conveyed by images and writing relates to other pages by, for example, bringing technical knowledge closer to everyday experience or by condensing meanings in a technical way. The study shows the potential of adhering to the information flow between given and new on textbook spreads to understand shifts between concrete and technical meaning.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"310 1","pages":"407 - 424"},"PeriodicalIF":1.4,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91309525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction 职前语言教师对教师培训师关于视频中介二语互动任务设计建议的抵制

IF 1.4

Classroom Discourse Pub Date : 2022-02-09 DOI: 10.1080/19463014.2021.2020144

Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman

{"title":"Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction","authors":"Fatma Badem-Korkmaz, Semih Ekin, Ufuk Balaman","doi":"10.1080/19463014.2021.2020144","DOIUrl":"https://doi.org/10.1080/19463014.2021.2020144","url":null,"abstract":"ABSTRACT In pre-service language teacher education contexts, it is challenging to provide hands-on training on task design for technology-mediated settings. This study presents insights from language teacher education activities that aim to tackle this challenge with a multi-step approach consisting of (1) pre-service teachers’ collaborative task design conversations in groups, (2) whole-class feedback sessions, (3) implementation of the tasks by actual L2 learners via video-mediated interaction, and (4) pre-service teachers’ reflective practices based on the recordings of video-mediated task implementations. We present two cases across these multi-step activities by closely examining the teacher training classroom interactions using Conversation Analysis and also by drawing on the written task design sheets and reflections on video-mediated interactions. More specifically, we document the central role that pre-service teachers’ resistance to teacher trainer advice plays in displaying and defending their knowledge about the technological and pedagogical aspects of their task design. We conclude that resistance practices create multiple teacher learning opportunities and maximise space for pre-service teachers’ displays of knowledge about task design for video-mediated L2 interactions.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"88 1","pages":"212 - 230"},"PeriodicalIF":1.4,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Multimodal Participation and Engagement. Social Interaction in the Classroom 多模式参与和参与。课堂上的社会互动

IF 1.4

Classroom Discourse Pub Date : 2022-02-09 DOI: 10.1080/19463014.2022.2032780

Carmen Konzett-Firth

{"title":"Multimodal Participation and Engagement. Social Interaction in the Classroom","authors":"Carmen Konzett-Firth","doi":"10.1080/19463014.2022.2032780","DOIUrl":"https://doi.org/10.1080/19463014.2022.2032780","url":null,"abstract":"This book provides an in-depth, systematic investigation of student participation in the classroom. It studies the phenomenon from several different angles, taking into account students’ displayed identities, their willingness – or not – to take part in the joint construction of the class, the norms and expectations teachers and learners in classrooms orient to, and the ways in which these are reflexively and jointly brought about. The methodology to investigate these phenomena is Conversation Analysis – a highly appropriate choice considering that participation in classrooms is intricately linked with social interaction. The author’s point of departure is a very central student problem, namely that there might be ‘misalignment’ between what teachers understand by ‘participation’ and what students take it to mean. In her analysis, however, Jacknick moves away from the lay category of ‘participation’ as it is used in pedagogical contexts as a common (albeit, scarcely defined) criterion for evaluation and presents a complex model of multimodal participation and engagement based exclusively on her empirical data. She analyses teaching and being taught as processes that are enacted and co-constructed in classroom interaction. Her aim is to further our understanding of how student participation in classrooms works through a detailed examination of its multimodal complexity. The book starts with one of the most enjoyable introductions to an academic book I have read for a long time. To my great surprise, I suddenly found myself in the middle of a Harry Potter movie! The author very entertainingly analyses an extract of one of the films, complete with close-ups of the film’s characters. She uses this analysis to show how misalignments between teacher expectations and student perspectives in terms of participation lead to categorisations of students as ‘good’ or ‘bad’ within the first few moments of a class.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"40 1","pages":"425 - 428"},"PeriodicalIF":1.4,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83578460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Coordinating teamplay using named locations in a multilingual game environment - Playing esports in an educational context 在多语言游戏环境中使用指定地点协调团队游戏-在教育环境中玩电子竞技

IF 1.4

Classroom Discourse Pub Date : 2022-02-03 DOI: 10.1080/19463014.2021.2024444

Fredrik Rusk, Matilda Ståhl

{"title":"Coordinating teamplay using named locations in a multilingual game environment - Playing esports in an educational context","authors":"Fredrik Rusk, Matilda Ståhl","doi":"10.1080/19463014.2021.2024444","DOIUrl":"https://doi.org/10.1080/19463014.2021.2024444","url":null,"abstract":"ABSTRACT This study investigates the video game play of a multiplayer first-person shooter, Counter-Strike: Global Offensive, as part of an esports programme at a vocational school. The game environment is multilingual, and the focal participants are all Finnish-Swedish bilinguals who are proficient in English. The study focuses on the action of providing callouts, which are coordinated English words that refer to specific in-game locations and, when provided, point to opponents’ locations. The aim is to investigate how participants employ callouts as part of their in-game interaction and teamplay, and what they orient to as ‘callout competence’. With a greater understanding of the social organisation of the multilingual game environment and actions, such as callouts, we can better understand the affordances for collaborative and multilingual learning that games can provide for education. Callout competence appears to align with skills and knowledge that may be transferrable into the educational setting; that is, the components that are part of callout competence require collaborative skills and multilingual competence. These skills are part of what makes the teamwork work, as well as an inherent part of activities in an esports education programme that has broadened the classroom to encompass esports game play outside of the classrooms.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":"68 1","pages":"164 - 187"},"PeriodicalIF":1.4,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90656471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1