‘Epistemic status check’ as an interactional phenomenon in instructed learning settings

Sert, Olcay

doi:10.1016/j.pragma.2012.10.005

Cited by 106 publications

(64 citation statements)

References 27 publications

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“…no idea?) (Sert, 2013). Previous studies on the recognition check have shown that it is located in a pre-sequence prior to a main sequence (Melander & Aarsand, 2017;Schegloff, 2007;Shaw & Kitzinger, 2007;You, 2015).…”

Section: Establishing Epistemic Congruitymentioning

confidence: 97%

“…Similarly, ESCs are also launched to progress the lesson, or in the words of Sert (2013), the teacher's "pedagogical agenda". They do this by making visible students' insufficient or inadequate knowledge states so as to prepare or claim the grounds for a speaker change.…”

Section: Establishing Epistemic Congruitymentioning

confidence: 99%

“…However, it also elicits a yes/no confirmation response. In both cases assumed or actual information states are established interactionally (Sert, 2013).…”

Section: Establishing Epistemic Congruitymentioning

confidence: 99%

“…This pedagogical stance provided an opportunity to analyse how this policy affected teacher expectations with respect to what students ought to have comprehended in Italian. It did this by analysing the resources the teacher used to display these expectations through her pursuing actions, the deployment of the do you remember recognition check (Schegloff, 1988;Shaw & Kitzinger, 2007;You, 2015) and the no-one knows epistemic status check (Sert, 2013), and her alternation to the L1 when all these resources failed to lead to a display of student understanding. The study is also concerned with examining the degree of multimodal unpacking required to establish shared understanding through which the teacher's plan as a dynamic process becomes visible.…”

mentioning

confidence: 99%

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Teacher Practices in Establishing Understanding in a Foreign Language Classroom

Filipi

2018

HUJE

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This paper describes the resources drawn on to build understanding and participation in an Italian as a foreign language classroom. Extracts for analysis in the study were taken from two 50-minute lessons with 26 students aged 13 to 14 years at A2 (CEFR) level who were in their second year of high school in an Australian public school. The lessons focused on language practice in which the teacher subscribed to a L2 use only policy as part of her teacher talk. This pedagogical stance provided an opportunity to analyse how this policy affected teacher expectations with respect to what students ought to have comprehended in Italian. It did this by analysing the resources the teacher used to display these expectations through her pursuing actions, the deployment of the do you remember recognition check (Schegloff, 1988;Shaw & Kitzinger, 2007;You, 2015) and the no-one knows epistemic status check (Sert, 2013), and her alternation to the L1 when all these resources failed to lead to a display of student understanding. The study is also concerned with examining the degree of multimodal unpacking required to establish shared understanding through which the teacher's plan as a dynamic process becomes visible.

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Section: Establishing Epistemic Congruitymentioning

confidence: 97%

Section: Establishing Epistemic Congruitymentioning

confidence: 99%

“…However, it also elicits a yes/no confirmation response. In both cases assumed or actual information states are established interactionally (Sert, 2013).…”

Section: Establishing Epistemic Congruitymentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher Practices in Establishing Understanding in a Foreign Language Classroom

Filipi

2018

HUJE

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“…Previous research on the negotiation of knowledge and understanding in classroom interactions has shown that Conversation Analysis (CA) is a valuable methodology to describe different practices teachers and students use to address (a lack of) knowledge in interaction (e.g. Koole, 2010;Macbeth, 2011;Sert, 2013;Sert & Walsh, 2013;Solem, 2016). Following these studies, this papers aims to contribute to this continuously growing body of research that investigates the management of ownership and distribution of knowledge accomplished in and through social interaction (e.g.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Gosen¹

2018

HUJE

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This paper is concerned with a Conversation Analytic (CA) study of teachers' demonstrations of epistemic access to a student's domain or territory of information in teacher-student interactions in a digital setting. It describes interactional practices analyzed in 12 excerpts with an explicit reference to information about students' progress provided by the digital system. It will be shown that teachers initiate interactions about already fulfilled assignments that are shown to be problematic. In the opening of the interaction, teachers more or less explicitly refer to the digital programme as an information source and/or to the hitches in student's progress. In the continuation of the interaction, teacher and student are concerned with a redoing of assignments. In this phase of the interaction, the teacher demonstrates epistemic access to possible causes for students' mistakes. In all cases, students do not show resistance to teachers' demonstrations of epistemic access to knowledge and experiences falling into their epistemic domain. The findings confirm teachers' and students' orientation to the educational context as being a specialized context where students' problems are not treated as 'theirs to know and describe'. The findings in this paper shed light on interactional practices in relation to epistemics, as well as on interactional practices in a digital setting.

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Conversation Analysis in TESOL

Sert

2022

Research Methods in Language Teaching and Learning

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‘Epistemic status check’ as an interactional phenomenon in instructed learning settings

Cited by 106 publications

References 27 publications

Teacher Practices in Establishing Understanding in a Foreign Language Classroom

Teacher Practices in Establishing Understanding in a Foreign Language Classroom

Teachers' Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting

Conversation Analysis in TESOL

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