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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Collaborative Completions in Everyday Interaction: A Literature Review King, Allie Hope. - 2018 BASE Show details 2 Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As King, Allie Hope. - 2018 BASE Show details 3 Enabling Human Conduct: Studies of Talk-in-interaction in Honor of Emanuel A. Schegloff King, Allie Hope. - 2018 BASE Show details 4 Enabling Human Conduct: Studies of Talk-in-interaction in Honor of Emanuel A. Schegloff ... King, Allie Hope. - : Columbia University, 2018 BASE Show details 5 Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As ... King, Allie Hope. - : Columbia University, 2018 BASE Show details 6 Collaborative Completions in Everyday Interaction: A Literature Review ... King, Allie Hope. - : Columbia University, 2018 BASE Show details 7 Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching King, Allie Hope. - 2016 BASE Show details 8 Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ... King, Allie Hope. - : Columbia University, 2016 Abstract: In a number of educational contexts, it is common for two or more teachers to co-teach, or collaborate on-site together in a classroom. Despite the popularity of this arrangement, the body of discourse-analytic literature on co-teaching remains small. A good number of the studies that have been done have analyzed the participation structures of the collaborative interaction, examining the nuanced ways the teachers participate in and adhere to various aspects of turn-taking protocols while teaching (Bloome, Carter, Christian, Otto & Shuart-Faris, 2005). In the English as a foreign language (EFL) classroom, where a native English-speaking teacher and a local English teacher co-teach, a handful of studies (e.g., Butterfield & Bhatta, 2015; Lee, 2016; Luo, 2013) have looked at how two instructors navigate the well-known Initiation-Response-Feedback (IRF) sequence. This work has shown that the collaboration can add both complexity and versatility to the ways IRF unfolds. Other work looking at interaction ... Keyword: Applied linguistics; Education; English language--Study and teaching--Foreign speakers; Second language acquisition; Teaching teams URL: https://dx.doi.org/10.7916/d8kd38tn https://academiccommons.columbia.edu/doi/10.7916/D8KD38TN BASE Hide details

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