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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 Page: 1 2 3 Hits 1 – 20 of 45 1 Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom Ingram, Jenni; Erath, Kirstin; Rønning, Frode. - : HAL CCSD, 2020 In: Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970540 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France. 2020, 978-82-7151-200-2 (2020) BASE Show details 2 Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020 In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020) BASE Show details 3 Cultural Competence in South African Teachers Howarth, Kehli. - 2020 BASE Show details 4 Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom Burton, Benjamin Robert. - 2020 BASE Show details 5 Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective Nikfarjam, Parinaz. - 2020 BASE Show details 6 Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective ... Seyed Alavi, Seyed Mohammad. - : Université d'Ottawa / University of Ottawa, 2018 BASE Show details 7 An exploration into the play pedagogical practices of an infant teacher: A case study. Flynn, Aimee. - 2018 BASE Show details 8 An exploration into the play pedagogical practices of an infant teacher: A case study. Flynn, Aimee. - 2018 BASE Show details 9 From Language Policy to Pedagogic Practice: Elementary School English Education in Japan Gaynor, Brian. - : University of Stirling, 2018 BASE Show details 10 Interaction and collaboration across proficiency levels in the English language classroom Dutcher, Lydia Ruth. - : The University of Sydney, 2018. : Department of Linguistics, 2018. : Faculty of Arts and Social Sciences, School of Literature, Art and Media, 2018 Abstract: One aim of adult General English courses is to help people to develop the ability to communicate in English with a diverse range of speakers, including individuals with different levels of linguistic proficiency. However, classes that are streamed by linguistic proficiency level provide little opportunity to communicate with a diverse range of interlocutors during class time. This study investigates peer–peer interaction in multi-proficiency-level class sessions that were introduced to mitigate this perceived gap. In these sessions, participants in multi-level groups completed tasks designed to provide opportunities to develop aspects of interactional competence relevant to goal-oriented, collaborative interaction. At the time of the study, implications of proficiency for participation in the group tasks were not well understood, which impeded further development of task materials. With this study, I aim to provide greater understanding of the relationship between differences in proficiency and speakership in the group tasks. Groups were recorded as they completed the task and conversation analytic methods were used to investigate key features of group interaction. As a result, I identified the recurrent practice of joint-project-initiating moves. With these moves, speakers propose joint action (Clark, 1996, 2006, 2012) in sequential first position for potential uptake by other group members. Two classes of joint-project-initiating moves were identified: canonical first pair parts that make response from another speaker strongly relevant (Stivers & Rossano, 2010), called more-response-mobilising moves, and non-canonical actions done in first position that make response less strongly relevant, called less-response-mobilising moves. Within each class, I describe recurrent actions done by participants, use of response-mobilising features of turn design, and distribution of speakership across group members of different relative linguistic proficiency. For the most common type of joint-project-initiating moves, idea-generating moves, I describe features of moves in next position. The study contributes to our understanding of the interrelation between asymmetries in relative linguistic proficiency and participation in collaborative group work through the interactional competence of initiating and taking up joint projects. The thesis concludes with recommendations for further research based on these findings Keyword: classroom interaction; Conversation Analysis; group work; proficiency URL: http://hdl.handle.net/2123/18394 BASE Hide details 11 Language Development in Personal and Social Systems: Second Language Development from an Autopoietic Systemic Perspective Seyed Alavi, Seyed Mohammad. - : Université d'Ottawa / University of Ottawa, 2018 BASE Show details 12 國中導師僕人式領導、班級氣氛及師生互動關係之研究 ; The Study of Relationship among Servant Leadership、Teacher-student Interaction and Classroom Climate 許子秀; HSU, TZU-HSIU. - 2017 BASE Show details 13 An investigation into multimodal identity construction in the EFL classroom: A social and cultural viewpoint Stone, Paul David. - : University of Exeter, 2017. : College of Social Sciences and International Studies, Graduate School of Education, 2017 BASE Show details 14 “O trabalho em grupo qualifica a aprendizagem” : realização de atividades pedagógicas colaborativas e construção conjunta de conhecimentos na fala-em-interação de sala de aula Stein, Fabíola. - 2017 BASE Show details 15 It Takes Two to Struggle: Teachers, Students, and the Co-production of (Dis)respect in an Urban School Schneider, Heidi L.. - : eScholarship, University of California, 2016 In: Schneider, Heidi L.(2016). It Takes Two to Struggle: Teachers, Students, and the Co-production of (Dis)respect in an Urban School. UC San Diego: Sociology. Retrieved from: http://www.escholarship.org/uc/item/7rh4h14j (2016) BASE Show details 16 The Impact of Conversation on Reading Comprehension in Kindergarten Students Ruf, Erica. - 2016 BASE Show details 17 A fala-em-interação de sala de aula contemporânea no ensino médio : o trabalho de fazer aula e fazer aprendizagem de língua espanhola Lopes, Marcela de Freitas Ribeiro. - 2015 BASE Show details 18 Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher Amador, Laura L.. - : eScholarship, University of California, 2014 In: Amador, Laura L.(2014). Emotion and Cognition in Action: An Ethnographic Microanalysis of Elderly Language Learners and Their Teacher. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/5pp6b4sr (2014) BASE Show details 19 Analysing, visualising and supporting collaborative learning using interactive tabletops Martinez Maldonado, Roberto. - : The University of Sydney, 2014. : Faculty of Engineering and Information Technologies, School of Information Technologies, 2014 BASE Show details 20 Procedimentos de abertura e fechamento de tópicos na interação em sala de aula Santos, Francisco José Costa dos. - : Universidade Federal do Rio Grande do Norte, 2014. : BR, 2014. : UFRN, 2014. : Programa de Pós-Graduação em Estudos da Linguagem, 2014. : Linguística Aplicada; Literatura Comparada, 2014 BASE Show details Page: 1 2 3

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