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Language Play with Formulas in an EFL Classroom
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In: Languages; Volume 7; Issue 1; Pages: 63 (2022)
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“Are there any Mexicans listening?” Stancetaking and language ideologies in a Spanish L2 Classroom ; Stancetaking and language ideologies in a Spanish L2 Classroom
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Teaching via Zoom: Emergent Discourse Practices and Complex Footings in the Online/Offline Classroom Interface
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In: Languages ; Volume 6 ; Issue 3 (2021)
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日本語教師の実践的コミュニケーション能力に関する覚書 ; An Interim Report on the Practical Communicative Skills of Japanese-Language Teachers
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Estrategias para propiciar la propincuidad digital en la adquisición de ELE en contextos de brecha digital
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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| 7 |
Discurso e identidad: características de la integración lingüística en el aula
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In: Cuadernos de Lingüística Hispánica, ISSN 0121-053X, Nº. 37, 2021 (Ejemplar dedicado a: Publicación continua), pags. 1-19 (2021)
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Abstract:
Identity is a continuous process linked to social interaction, in which language and social experiences play an important role (Mead, 1934). The objective of this study was to analyze how the foreign language teacher shapes and builds her professional identity in the classroom interaction. For this, Conversation Analysis (CA) was carried out and the interactive features on which communication is supported in the classroom were identified and interpreted. A twenty-minute English class was recorded, three minutes of it transcribed, and five extracts analyzed. The results showed the interaction characteristics: repair, question and answer system (questioning), and the use of non-verbal communication. The analysis of interaction features allowed to conclude that, according to the proposed theory, the construction of the teacher’s professional identity is a process in continuous transformation. Transformation that takes place in the classroom interaction and is perceptible through the change in the habitual actions that occur when interacting or when the teacher executes new actions as a product of this interaction. ; L'identité est un processus continu lié à l'interaction sociale dans laquelle la langue et les expériences sociales jouent un rôle important (Mead, 1934). L'objectif de cette étude est celui d'analyser la manière dont l'enseignant de langues étrangères façonne et construit son identité professionnelle dans l'interaction dans la classe. Pour ce faire, une analyse de conversation (AC) a été mise en œuvre et les traits interactifs sur lesquels la communication s’appuie en classe ont été identifiés et interprétés. Un cours d'anglais de 20 minutes a été enregistré, 3 minutes ont été transcrites et cinq extraits en ont été analysés. Les résultats ont montré les caractéristiques de l'interaction, à savoir: réparation, jeu question-réponse et emploi de la communication non verbale. L'analyse du déroulement de ces caractéristiques de l'interaction qui, ayant eu lieu dans la salle de classe, a permis de conclure que, selon la théorie proposée, la construction de l'identité professionnelle de l'enseignant est un processus en transformation continue, laquelle transformation se déroule au cours de l'interaction dans la classe, mise en évidence au travers la mutation des actions habituelles qui se produisent lors de l'interaction ou dans l’engagement habituel de nouvelles actions envisagées par l'enseignant, conséquence de la dite interaction. ; A identidade é um processo contínuo que está ligado à interação social no qual a linguagem e as experiências sociais desempenham um papel importante (Mead, 1934). O objetivo deste estudo foi analisar como o professor de língua estrangeira molda e constrói sua identidade profissional na interação em sala de aula. Para isso, foi implementada a análise de conversação (CA) e identificados e interpretados os recursos interativos nos quais a comunicação é apoiada em sala de aula. Uma aula de inglês de 20 minutos foi gravada, 3 minutos dela foram transcritos e cinco trechos foram analisados. Os resultados evidenciaram características da interação: reparo, sistema de perguntas e respostas (questionamento) e uso da comunicação não verbal; A análise do desenvolvimento dessas características da interação permitiu concluir que, segundo a teoria proposta, a construção da identidade profissional do professor é um processo em contínua transformação e que essa transformação se dá na interação em sala de aula, perceptível através da mudança nas ações habituais que ocorrem ao interagir ou na incursão habitual de novas ações consideradas pelo professor, produto da interação. ; La identidad es un proceso continuo que está ligado a la interacción social, en la cual la lengua y las experiencias sociales juegan un rol importante (Mead, 1934). El objetivo de este estudio fue analizar cómo el profesor de lengua extranjera moldea y construye su identidad profesional en la interacción dentro del aula. Para esto, se implementó el análisis de la conversación (AC) y se identificaron e interpretaron los rasgos interactivos sobre los cuales se soporta la comunicación en el aula. Se grabó una clase de inglés de veinte minutos, se transcribieron tres minutos de esta y se analizaron cinco extractos. Los resultados evidenciaron características propias de la interacción: reparación, sistema de preguntas y respuestas (questioning) y el uso de comunicación no verbal. El análisis de estas características de la interacción permitió concluir que, acorde con la teoría propuesta, la construcción de la identidad profesional del docente es un proceso en continua transformación. Transformación que tiene lugar en la interacción dentro del salón de clase y es perceptible a través del cambio en las acciones habituales que ocurren al interactuar o en la ejecución de nuevas acciones por el docente, como producto de la interacción.
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Keyword:
análise da conversa; análisis de la conversación; analyse de la conversation; classroom interaction; conversation analysis; identidad; Identidade; identité; identity; interação em sala de aula; interacción dentro del aula; interaction dans la classe
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=7940224
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| 8 |
SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom
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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)
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Group and class socialization in a time of social distancing ; Socialisation du groupe-classe au temps de la distanciation sociale
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In: ISSN: 1702-9589 ; Formation et profession : revue scientifique internationale en éducation ; https://hal.archives-ouvertes.fr/hal-03113105 ; Formation et profession : revue scientifique internationale en éducation, Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE), 2020, 28 (4 hors-série), pp.1. ⟨10.18162/fp.2020.681⟩ (2020)
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Using corpus methods to investigate classroom interaction and teacher discourse in special educational needs (SEN) classrooms: an investigation of methodological possibilities ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Analysing interaction in primary school language classes: Multilevel annotation and analysis with EXMARaLDA ...
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Autorenrunden. Kinder entwickeln literale Kompetenzen. Eine interdisziplinäre theoriebildende Studie zu Gesprächen über eigene Texte in der Grundschule
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Leßmann, Beate. - : Waxmann, 2020. : Münster, 2020. : New York, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Münster ; New York : Waxmann 2020, 530 S. - (Kassel, Universität, Dissertation, 2019) (2020)
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Playing Japanese: Fostering semantic language play in a Japanese as a foreign language classroom
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EXAMINING INSTRUCTIONAL SHIFTS WITHIN DIALOGIC INTERACTION IN JAPANESE UNIVERSITY EFL EDUCATION
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In: Doctoral Dissertations (2020)
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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