Dialogic Inquiry and Teacher Talk in Second Language Classrooms

2012 ◽  
Author(s):  
Mari Haneda ◽  
Gordon Wells
Keyword(s):  
Second Language ◽  
Teacher Talk ◽  
Language Classrooms ◽  
Dialogic Inquiry

scholarly journals A Brief Review of the Studies of Teacher Talk in Second Language Classrooms

2021 ◽  
Vol 17 (2) ◽  
pp. 61
Author(s):  
Xiaochun Wu
Keyword(s):  
Second Language ◽  
Relevant Literature ◽  
Language Ability ◽  
Teacher Talk ◽  
Reading And Writing ◽  
Language Selection ◽  
Language Classrooms ◽  
Listening And Speaking ◽  
Second Language Teacher ◽  
Regulative Function

This paper systematically reviews the studies of second language teacher talk in language classrooms firstly from the perspective of framework and then from three categories-linguistic function, medium-oriented function, procedural and regulative function. Next, a critical review of the relevant literature in China will be presented with the help of the tool <em>Citespace</em>. Through the comparison of studies at home and abroad, it is of significance to enhance the research in primary and secondary schools in China and consider the frameworks of teacher talk given by domestic authoritative scholars and look deep into teachers' discourse awareness and competence. Additionally, there are still many fields that researchers have not paid attention to, such as language selection and conversion, language ability, other time of teacher talk (play time; silence), lesson type (listening and speaking, reading and writing) etc.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

Living With Ambiguity: Toward Culture Exploration in Adult Second-Language Classrooms

2001 ◽  
Vol 19 (1) ◽  
pp. 01 ◽  
Author(s):  
Roumiana Ilieva
Keyword(s):  
Second Language ◽  
Participant Observation ◽  
Language Education ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Community Culture ◽  
Language And Culture ◽  
Second Language Education ◽  
Culture Teaching ◽  
Language Classrooms

On the basis of personal experiences with immigration and current conceptualizations of culture in anthropological and culture teaching literature, this article outlines an approach to cultural instruction in adult second-language education, named "culture exploration," which calls for the recognition of ambiguity embedded in cross-cultural encounters. Culture exploration consists of employing techniques of ethnographic participant observation in and outside the classroom and holding reflective, interpretive, and critical classroom discussions on students' ethnographies. It is argued that through culture exploration students can develop an understanding of humans as cultural beings, of the relationship between language and culture, and of the necessity of living with the uncertainty inherent in cross-cultural interactions. Through this process of naming their experience of the target community culture and reflecting on it, it is hoped that students will be in a position to develop their own voice and will be empowered to act to fulfill their own goals in their new environment.

Sociolinguistic and Educational Perspectives on Code Switching in Classrooms

2015 ◽  
pp. 345-366
Author(s):  
James R. King
Keyword(s):  
South Africa ◽  
Second Language ◽  
Contact Zone ◽  
Community Building ◽  
Cross Cultural ◽  
Code Switching ◽  
Language Classrooms ◽  
The Cross ◽  
Split Personality ◽  
Cultural Components

In educational contexts, codeswitching (CS) is deployed in a binary fashion. Either CS is a productive strategy (a translanguaging, revisionists' claim), or CS is a “bad habit” signaling linguistic deficits. Some of the variance in understanding CS results from specific contexts. When a second language is used in a content classroom, the productive use of CS as a viable strategy for explication, management, and community building may also suffer from confusion. Yet, CS in language classrooms is a concern for teachers. Confusion emanates from two theoretical accounts for CS (structural and functional). For educational uses, CS suffers from this “split personality,” with resolution found in a “contact zone” account. I draw from the cross-cultural and cross-linguistic contexts of South Africa to explain notions of CS, and specifically as CS relates to literacy in some cases. The cross-cultural components play a role in explaining CS as it relates to literacy.

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