Student talk as a resource: Integrating conflicting agendas in math tutoring sessions

Creider, Sarah

doi:10.1016/j.linged.2020.100822

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…Later interventions can equally well leave a mark on the interaction so far while leaving plenty of room for the participants to explore and discuss (see Excerpt 4). Research in another educational setting has shown that bridges between a current and new topic progress the interaction, and thus move the discussion forward (Creider, 2020 ). Second, teachers could approach the question of intervention from a role or identity perspective.…”

Section: Discussionmentioning

confidence: 99%

When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis

Braak

Huiskes

Veen

2022

Adv in Health Sci Educ

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Medical educators constantly make decisions on when and how to intervene. Current literature provides general suggestions about types of teacher interventions. Our study aims to specify that knowledge by describing in detail the actions teachers do when intervening, the interactional consequences of those actions, and how these relate to teacher roles in group discussions. We collected all first teacher interventions (n = 142) in 41 videorecorded group discussions on experiences from practice at the Dutch postgraduate training for General Practice. We analyzed the interventions using Conversation Analysis. First, we described the timing, manner, actions, and interactional consequences of each intervention. Next, we inductively categorized actions into types of actions. Finally, we analyzed the distribution of these types of actions over the group discussion phases (telling, exploration, discussion, conclusion). First teacher interventions were done at observably critical moments. Actions done by these interventions could be categorized as moderating, expert, and evaluating actions. Moderating actions, commonly done during the telling and exploration phase, are least directive. Expert and evaluator actions, more common in the discussion phase, are normative and thus more directive. The placement and form of the actions done by teachers, as well as their accounts for doing those, may hint at a teacher orientation to intervene as late as possible. Since the interventions are occasioned by prior interaction and responded to in different ways by residents, they are a collaborative interactional accomplishment. Our detailed description of how, when and with what effect teachers intervene provides authentic material for teacher training.

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Section: Discussionmentioning

confidence: 99%

When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis

Braak

Huiskes

Veen

2022

Adv in Health Sci Educ

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“…Tutoring as an Instructional Activity EM/CA-inspired studies on tutoring, both in face-to-face and mediated by video, have analyzed the micro-analytic and sequential aspects of this type of instructional activity in various disciplines (see, for example, DiFelice Box (2015) and Creider (2020) on Math tutoring involving children and Bowden and Svahn's (2020) single-case analysis of videomediated Math homework support with an upper-secondary student). In the context of L2 instruction, the rather small body of micro-analytic studies on tutoring has explored, for example, the use of hand gestures to achieve intersubjectivity (Belhiah 2013), the sequential organization of openings and closings (Belhiah 2009), and how advice is negotiated and resisted (Leyland 2018;Park 2017;Waring 2005).…”

Section: Video-mediated L2 Learningmentioning

confidence: 99%

Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction

Malabarba

Mendes

Souza³

2022

Languages

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This paper investigates a pervasive phenomenon in video-mediated interaction (VMI), namely, simultaneous start-ups, which happen when two speakers produce a turn beginning in overlap. Based on the theoretical and methodological tenets of conversation analysis and interactional linguistics, the present study offers a multimodal and sequential account of how simultaneous start-ups are oriented to and solved in the context of English as an additional language (L2) tutoring. The micro- and sequential analysis of ten hours of screen-recorded video-mediated data from tutoring sessions between an experienced tutor and an advanced-level tutee reveals that the typical overlap resolution trajectory results in the tutor withdrawing from the interactional floor. The same analysis uncovered a range of resources, such as lip pressing and the verbal utterance ‘go ahead’, employed in what we call enhanced explicitness, through which the withdrawal is done. The orchestration of these resources allows the tutor to exploit the specific features of the medium to resolve simultaneous start-ups while also supporting the continuation of student talk. We maintain that this practice is used in the service of securing the learner’s interactional space, and consequently in fostering the use of the language being learned. The results of the study help advance current understandings of L2 instructors’ specialized work of managing participation and creating learning opportunities. Being one of the first studies to detail the practices involved in overlap resolution in the micro-context of simultaneous talk on Zoom-based L2 instruction, this study also makes a significant contribution to research on video-mediated instruction and video-mediated interaction more generally.

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Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talk

Waring

2021

Educational Linguistics

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Student talk as a resource: Integrating conflicting agendas in math tutoring sessions

Cited by 4 publications

References 31 publications

When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis

When and how teachers intervene in group discussions on experiences from practice in postgraduate medical education: an interactional analysis

Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction

Harnessing the Power of Heteroglossia: How to Multi-task with Teacher Talk

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