scholarly journals Inscribed objects as resources for achieving progressivity in lesson planning talk

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Tim Greer ◽  
Chris Leyland
Keyword(s):  
Conversation Analysis ◽  
Professional Practice ◽  
Lesson Planning ◽  
Written Language ◽  
Teacher Planning ◽  
Computer Screen ◽  
English Classes ◽  
English Bilingual ◽  
Japanese English ◽  
Insight Into

As a means of furthering their talk, co-present participants will on occasions orient to environmentally available text, such as that in a book or on a computer screen. This sort of action commonly relies on a combination of both embodied and spoken interactional practices to enable elements of the written language to become part of the ensuing talk. Such actions as pointing to part of a page or gazing at an illustration and then naming it can help establish a joint focus of attention, particularly in talk in which the textual object plays a role in future activities the participants are discussing. This study uses conversation analysis to suggest that textual objects therefore become an affordance for turn progressivity, since they contain language components that can serve as both potential prompts and turn-incorporable elements. The data are taken from Japanese/English bilingual interaction video-recorded between elementary and junior high educators who are preparing to team-teach English classes in Japan. We examine this phenomenon in two distinct sequential contexts: (1) devising a plan and (2) sharing a plan. The study provides insight into the ways inscribed objects can be used to facilitate interaction within the professional practice of team-teacher planning.

scholarly journals Do Bilinguals Acquire Similar Words to Monolinguals? An Examination of Word Acquisition and the Similarity Effect in Japanese–English Bilinguals’ Vocabularies

2021 ◽  
Vol 11 (1) ◽  
pp. 168-182
Author(s):  
Aya Kutsuki
Keyword(s):  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
The Other ◽  
Bilingual Children ◽  
Word Category ◽  
Word Acquisition ◽  
English Bilingual ◽  
Similarity Effect ◽  
Japanese English

Previous research has paid much attention to the overall acquisition of vocabularies among bilingual children in comparison to their monolingual counterparts. Much less attention has been paid to the type of words acquired and the possible transfer or cross-linguistic effects of the other language on vocabulary development. Thus, this study aims to explore similarities and dissimilarities in the vocabularies of simultaneous bilinguals and Japanese monolinguals and considers the possible cross-linguistic similarity effect on word acquisition. Six simultaneous Japanese–English bilingual children (mean age = 34.75 months (2.56)) were language–age-matched with six Japanese monolinguals; their productive vocabularies were compared regarding size and categories. Additionally, characteristic acquired words were compared using correspondence analyses. Results showed that, although delayed due to the reduced inputs, young bilinguals have a similar set of vocabularies in terms of word category as monolinguals. However, bilingual children’s vocabularies reflect their unevenly distributed experience with the language. Fewer interactive experiences with language speakers may result in a lower acquisition of interactive words. Furthermore, there is a cross-linguistic effect on acquisition, likely caused by form similarity between Japanese katakana words and English words. Even between languages with great dissimilarities, resources and cues are sought and used to facilitate bilingual vocabulary acquisition.

Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

‘Who decided this?’: Negotiating epistemic and deontic authority in systemic family therapy training

2022 ◽  
pp. 146144562110374
Author(s):  
Katerina Nanouri ◽  
Eleftheria Tseliou ◽  
Georgios Abakoumkin ◽  
Nikos Bozatzis
Keyword(s):  
Adult Education ◽  
Family Therapy ◽  
Conversation Analysis ◽  
Epistemic Authority ◽  
Family Therapy Training ◽  
Naturally Occurring ◽  
Therapy Training ◽  
Systemic Family Therapy ◽  
Deontic Authority ◽  
Insight Into

In this article we illustrate how trainers and trainees negotiate epistemic and deontic authority within systemic family therapy training. Adult education principles and postmodern imperatives have challenged trainers’ and trainees’ asymmetries regarding knowledge (epistemics) and power (deontics), normatively implicated by the institutional training setting. Up-to-date, we lack insight into how trainers and trainees negotiate epistemic and deontic rights in naturally occurring dialog within training. Drawing from discursive psychology and conversation analysis, we present an analysis of eight transcribed, videotaped training seminars from a systemic family therapy training program, featuring three trainers and eleven trainees. Our analysis highlights the dilemmatic ways in which participants resist and affirm the normatively implicated trainers’ deontic and epistemic authority. Trainers are shown as mitigating directives and trainees as resisting them, with both displaying (not)knowing, while attending to concerns about (a)symmetry. We discuss our findings’ implications for systemic family therapy training.

scholarly journals How trainee physical education teachers in England write, use and evaluate lesson plans

2018 ◽  
Vol 25 (4) ◽  
pp. 964-982 ◽  
Author(s):  
Susan Capel ◽  
Sophy Bassett ◽  
Julia Lawrence ◽  
Angela Newton ◽  
Paula Zwozdiak-Myers
Keyword(s):  
Physical Education ◽  
Thematic Analysis ◽  
Lesson Planning ◽  
Lesson Plans ◽  
Physical Education Teachers ◽  
Trainee Teachers ◽  
Initial Teacher Training ◽  
School Based ◽  
Limited Choice ◽  
Insight Into

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

scholarly journals Between Knowledge and Use of Iban and Malay Multiword Expression: An Insight into L1 and L2 Acquisition and Competence

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Shanthi Nadarajan ◽  
Fiona Balan
Keyword(s):  
Local Knowledge ◽  
Written Language ◽  
Questionnaire Data ◽  
L2 Acquisition ◽  
Common Features ◽  
Multiword Expressions ◽  
Formal Instruction ◽  
Schooling Experience ◽  
L1 And L2 ◽  
Insight Into

This article examines usage and use of multiword expressions (MWE) among Iban youths in Sarawak. The questionnaire data were from 80 Iban youths who had to identify 15 MWE (similar, nearly similar and different) in Malay and Iban, and use them at the word, phrase and sentence levels. The findings revealed that close to 67% of the respondents could not recognise or use expressions in Iban, suggesting some loss of productive knowledge and language empowerment. However, respondents with recent schooling experience were able to use the expressions in Malay and reproduce them in written forms. Formal instruction and the written language have helped to extend local knowledge and use of MWE expressions for Iban youths. The study suggests that documentation, preservation and maintenance efforts stand to benefit when there is greater sharing and consciousness raising of common features between and among languages in the region.

scholarly journals "BENEFITS OF APPLYING THE CLIL CONCEPTUAL FRAMEWORK IN BUSINESS ENGLISH CLASSES"

2020 ◽  
Vol 13(62) (2) ◽  
pp. 191-198
Author(s):  
Maria Anca Maican
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
English Language ◽  
Competitive Advantages ◽  
The European Union ◽  
Business English ◽  
English Classes ◽  
Communication Culture ◽  
Insight Into ◽  
The Eu

"The present paper aims at providing an insight into the benefits that content and language integrated learning (CLIL) can bring to the teaching of business English in higher education, given the place of the English language in the European Union and the competitive advantages it offers on the international labour market. The first part of the paper puts emphasis on some historical facts related to CLIL, presents the EU position with respect to this teaching approach and introduces its characteristics. The second part shows how, in the absence of the dual-focus CLIL, this methodology can be adapted and successfully integrated in business English classes, by applying the four elements of the CLIL conceptual framework: content, communication, culture and cognition "

scholarly journals Introducing and establishing a wide reading program in the middle years of schooling

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Professional Practice ◽  
Reading Program ◽  
Evidence Based ◽  
Middle Years ◽  
Wide Reading ◽  
English Classes ◽  
Middle Years Of Schooling ◽  
Years Of Schooling

This professional practice paper outlines some of the purposes of a Wide Reading Program and discusses ways in which this has been introduced to English classes in the middle years of schooling. Some of the challenges encountered in the introduction and establishment of this program are also discussed. These can include the reluctance of some readers to engage with the program and how teacher’s administrative duties can prevent their full involvement in Library reading sessions. The evolution of formats used for the collection and presentation of evidence based data is also outlined.

The carrot and the stick

2008 ◽  
Vol 9 (2) ◽  
pp. 179-203 ◽  
Author(s):  
Christoph Bartneck ◽  
Juliane Reichenbach ◽  
Julie Carpenter
Keyword(s):  
Error Rate ◽  
Computer Screen ◽  
Human Partner ◽  
Collaborative Game ◽  
Real Robot ◽  
Very High ◽  
Insight Into

This paper presents two studies that investigate how people praise and punish robots in a collaborative game scenario. In a first study, subjects played a game together with humans, computers, and anthropomorphic and zoomorphic robots. The different partners and the game itself were presented on a computer screen. Results showed that praise and punishment were used the same way for computer and human partners. Yet robots, which are essentially computers with a different embodiment, were treated differently. Very machine-like robots were treated just like the computer and the human; robots very high on anthropomorphism / zoomorphism were praised more and punished less. However, barely any of the participants believed that they actually played together with a robot. After this first study, we refined the method and also tested if the presence of a real robot, in comparison to a screen representation, would influence the measurements. The robot, in the form of an AIBO, would either be present in the room or only be represented on the participants’ computer screen (presence). Furthermore, the robot would either make 20% errors or 40% errors (error rate) in the collaborative game. We automatically measured the praising and punishing behavior of the participants towards the robot and also asked the participant to estimate their own behavior. Results show that even the presence of the robot in the room did not convince all participants that they played together with the robot. To gain full insight into this human–robot relationship it might be necessary to directly interact with the robot. The participants unconsciously praised AIBO more than the human partner, but punished it just as much. Robots that adapt to the users’ behavior should therefore pay extra attention to the users’ praises, compared to their punishments.

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