Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement

Waring, Hansun Zhang; Hruska, Barbara L.

doi:10.1016/j.linged.2011.02.009

Cited by 19 publications

(8 citation statements)

References 43 publications

(50 reference statements)

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“…As we join Mindy and Nora in the data below, the smooth navigation that Mindy has achieved earlier in the lesson (Waring & Hruska, 2011) begins to disintegrate. As shown in our earlier paper, when Nora made various s distracting moves such as uttering silly sound strings, disengaging gaze, or producing whiney gestures and body movements, Mindy deployed a range of resources including aligning with Nora's world, maximizing Nora's participation, and mitigating opposition in successfully managing Nora's resistance and accomplishing the transition from one lesson segment to the next.…”

Section: Discussionmentioning

confidence: 95%

“…She added it at Nora's request in order to maintain her interest as the latter had been previously engaged with a manatee figurine used to introduce the lesson. In fact, Mindy had quite deftly transitioned Nora from activity to activity in the first part of the lesson, securing her cooperation and ongoing engagement by allowing Nora to have input and choice as the lesson progressed (Waring & Hruska, 2011).…”

Section: Methodsmentioning

confidence: 99%

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Problematic directives in pedagogical interaction

Waring

Hruska

2012

Linguistics and Education

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Section: Discussionmentioning

confidence: 95%

Section: Methodsmentioning

confidence: 99%

Problematic directives in pedagogical interaction

Waring

Hruska

2012

Linguistics and Education

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“…While CA provides in-depth analyses into the moment-by-moment construction of interaction, ethnography reveals what CA alone cannot (Waring & Hruska, 2011); in this case, how Ann perceives and interprets her teaching. Following Bogdan and Biklen's (2007) scheme for reiterative and inductive analyses of interview data, the irst reading of the semistructured interview transcript focused on noting recurring words, phrases, or stories.…”

Section: Methodsmentioning

confidence: 99%

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Fagan

2015

R. Ilha do Desterro A J. of En. Language, Lit. in English and C

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With the understanding that teacher cognition itself is ever-emergent, originating and framed by engagement with social activities (Johnson & Golombek, 2011), the current study examines one expert English as a Second Language (ESL) teacher's micro-analysis of her classroom practices when addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher's management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning.

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“…The answers to all these and other relevant questions would shed light on the students' and teacher's thoughts and experiences in the interaction and further illuminate CA's analysis of the data. To yield the answers, however, ethnographic interviews would need to be conducted (for how ethnography can be incorporated into CA studies, see Maynard, 2003;Waring & Hruska, 2011;Waring & Hruska, 2012;Waring, Creider, Tarpey & Black, 2012). However, because of the time that passed between data collection and analysis, I no longer had access to the participants, making it infeasible to conduct ethnographic interviews.…”

Section: Limitations Of the Studymentioning

confidence: 99%

Student Initiatives and Missed Learning Opportunities in an IRF Sequence: A Single Case Analysis

Li¹

2013

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Most conversation analysis (CA) studies of the initiation-response-feedback (IRF; Sinclair & Coulthard, 1975) sequence have focused on teacher actions in the feedback move. In this article, I use CA to analyze student initiatives (Waring, 2011) within an IRF sequence in one excerpt from a Chinese as a foreign language class. The excerpt features a teacher using an IRF sequence to engage her students in a sentence-based translation exercise. I demonstrate how a student initiates a sequence following the teacher's feedback move to make a negative assessment of the pragmatic soundness of the sentences, thus casting doubt on the teacher's epistemic authority. This initiating action and the subsequent interaction it generates bring contingency into the IRF sequence and create potential learning opportunities. As the teacher contends with the contingency, issues related to epistemic asymmetry and L1 and L2 identities are brought to the surface. Additionally, the potential opportunities to discuss the different pragmatic forces between yao in Chinese and to want in English when used in making requests are missed at multiple sequential junctures. Based on the analysis, I discuss teacher-student epistemic social relations within the IRF sequence and a methodological issue concerning the analysis of missed learning opportunities. I also offer reflection on how CA can be used for pedagogical intervention. 88 constructive and helpful comments and suggestions on the paper. Thanks to their comments and suggestions, the paper was greatly improved. To all of them, I owe my gratitude. I would also like to thank Lan and her students for allowing me to conduct research in their class. Without their permission, this study would not have been possible.

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Getting and keeping Nora on board: A novice elementary ESOL student teacher's practices for lesson engagement

Cited by 19 publications

References 43 publications

Problematic directives in pedagogical interaction

Problematic directives in pedagogical interaction

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Student Initiatives and Missed Learning Opportunities in an IRF Sequence: A Single Case Analysis

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