scholarly journals Teacher – Student Interaction in the English Classroom: A Case Study in a Single Sex School

2018 ◽  
Vol 9 (1) ◽  
pp. 716-721
Author(s):  
Wim banu Ukhrowi ◽  
Suharsono Suharsono ◽  
Suwono Suwono
Keyword(s):  
Conversation Analysis ◽  
Teaching And Learning ◽  
Male Student ◽  
Conversational Analysis ◽  
Sequence Organization ◽  
Single Sex ◽  
Teacher Student ◽  
Preference Organization ◽  
Turn Taking ◽  
Teaching Learning

This study aims to know the pattern of teacher – student conversation in English class in a single sex class. The data were obtained from a private Islamic bilingual high school Jombang. The study used qualitative approach. The data are based on the observations of the classroom and video recordings during three meetings in each class (female and male class). The theory used in the study was conversational analysis proposed by Paul Ten Have. There are four types of conversation analysis. They are turn – taking organization, sequence organization, repair organization, and preference organization. The result showed that the highest number of conversation analysis type was turn – taking organization followed by sequence organization (adjacency pairs) and the preference organization and the lowest number was repair organization. The pattern of teacher student conversation was influenced by several factors such as the topics discussed, the teaching – learning method used by the teacher, the rules of Islamic regulations and the teacher’s strategy in giving extra score to the students. Method. From the results it can be concluded that there were no marked differences of the pattern of teacher – student conversation found in the class of female student and male student only. The teacher had succeeded in the teaching and learning process without considering the gender of the students.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

scholarly journals On the role of gaze in the organization of turn-taking and sequence organization in interpreter-mediated dialogue

2018 ◽  
Vol 8 (3) ◽  
pp. 439-467 ◽  
Author(s):  
Jelena Vranjes ◽  
Geert Brône ◽  
Kurt Feyaerts
Keyword(s):  
Eye Tracking ◽  
Conversation Analysis ◽  
Gaze Direction ◽  
Multimodal Approach ◽  
Sequence Organization ◽  
Multimodal Analysis ◽  
Turn Taking ◽  
Speaker Selection ◽  
Mobile Eye Tracking

Abstract This paper contributes to the growing line of research that takes a multimodal approach in the study of interpreter-mediated dialogues. Drawing on insights from Conversation Analysis and multimodal analysis, we investigate how extended multi-unit turns unfold with interventions of an interpreter and, more specifically, what is the role of gaze in this process. The analysis is based on videos of interpreter-mediated dialogues (Dutch-Russian) recorded with mobile eye-tracking glasses. We argue that the interpreter’s gaze direction contributes both to the local management of turn-taking (next-speaker selection) and to sequence organization. More specifically, we show how interpreter’s gaze orientation bears on the negotiation of possible transition relevance places and how it contributes to the smooth continuation of the projected extended multi-unit turn.

scholarly journals Issues and Challenges in the Process of Assessment

2015 ◽  
Vol 5 (1) ◽  
pp. 106
Author(s):  
Teuta Agaj
Keyword(s):  
Skill Acquisition ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Educational Process ◽  
Continuous Assessment ◽  
Teacher Student ◽  
Broad Concept ◽  
Teaching Learning ◽  
Insight Into

Assessment is a broad concept which means it is part of the whole educational process of teaching and learning. The variety of methods that teachers use to evaluate and measure the student’s learning progress and skill acquisition are referred by the term assessment. Assessment shapes how teachers teach and how students learn. The assessment of student’s achievements is a pedagogical dialogue between teacher-student for the quality of teaching, learning and knowledge.Assessment especially continuous assessment is a very important tool that teachers should use in the classroom because by using it a wealth of information to guide classroom practice and to manage learning and learners can be provided. Assessment tells us the truth about an education system, then about the qualities of students and their work.It has an important role in education and it is necessary to help students learn, to help students become knowledgeable, to help students gain insight into their learning and understanding, to teach effectively etc.Since making assessment an integral part of daily instruction is a challenge, this paper examines the process of assessing student’s knowledge, types of assessment and the assessment of L2 writing. It also focuses on the issues and challenges in the process of assessment.

scholarly journals Improvisation and Communicative Agency: Contribution of an Improvisational Model to the Analysis of Communicative Agency

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Håkon Lie ◽  
Anne V. Nafstad
Keyword(s):  
Conversation Analysis ◽  
Single Case ◽  
Video Clip ◽  
Future Research ◽  
Conversational Analysis ◽  
Communication Partner ◽  
Turn Taking ◽  
Tactile Modality ◽  
Authentic Language

Introduction: Persons with congenital deafblindness mainly communicate using the bodily tactile modality. Their expressive communication is often formulated by an authentic language that gives the persons with congenital deafblindness low readability towards the rest of the world. This can be an obstacle for the development of their communicative agency. In the present study it is investigated whether a theoretical approach to improvisation can contribute to the development of communicative agency in a person with congenital deafblindness with low readability and authentic language in a dialogical perspective.  Method: The study employs a qualitative design conducted as a dialogical single case study. Even though this research is based only on one recording of a communicative encounter between a person with deafblindness and her communication partner, it is assumed that the study can be used as a representative case study for people with low readability and authentic language.  A video of communication between a person with CDB and a sighted/hearing communication partner is transcribed and the transcription is analysed in three stages through 1) Conversational analysis (CA), 2) Improvisation analysis and 3) Subjectivity/intersubjectivity analysis.  Results: The Conversation analysis proved useful to identify complex turn-taking patterns in the communication. Through the improvisation model it was possible to define the degree of subjectivity/intersubjectivity in every utterance by each participant, as well as how each act was met by the other. With the improvisation model discriminations could be made between the different modalities, as vocal speech and bodily tactile acts.  Regarding communicative agency, the model was useful to analyze degrees of self-expression as well as the balance of subjectivity and intersubjectivity between the participants.  Conclusion and discussion: The model of improvisation contributed to specify subjectivity/intersubjectivity and multimodality in communication, though it did not contribute to the analysis of turn-taking. The model contributed to the development of communicative agency by pointing to the open-ended outcome for each utterance as the most important factor for developing and sustaining communicative agency.  Limitations: The main limitation of this study was that the analyses were performed on only one video-clip with one dyad. Due to time constraints, a consensus check could not be carried out. Recommendations for future research is that, since this is a very innovative method in the deafblind field, replications of the study should be performed on more dyads, different dialogues and more video clips.  Recommendation for practice: The combination of conversation analysis and improvisation analyses can very well be used with focus groups of care professionals in clinical practice under supervision of a trained expert in this method of communication analyses. 

scholarly journals Systematic Review: Where is Current Research on Conversational Analysis?

2020 ◽  
Vol 2 (2) ◽  
pp. 12-17
Author(s):  
Cendy Lauren ◽  
Tatum Derin
Keyword(s):  
Systematic Review ◽  
Conversation Analysis ◽  
Teaching And Learning ◽  
Practical Implication ◽  
Communication Technologies ◽  
Body Language ◽  
Research Field ◽  
Conversational Analysis ◽  
Research Gaps ◽  
Future Studies

As social media and other new communication technologies are integrated into teaching and learning environments, educators and researchers continue to be interested in the discussion that takes place in such spaces. This paper reports the findings and the research gaps grounded from current research articles on conversation analysis (CA). The data is collected from international and highly reputable journal publishers, namely Science Direct, Elsevier, Sage, and Wiley. From the resulting 49 articles collected, the screening excluded 24 articles. Therefore, it is the remaining 25 articles that are systematically reviewed. The results indicate several themes throughout the current research field, i.e. digital CA, theory and methodology construction, body language or nonverbal conversation, atypical interaction, usage of specific phrases, and novel settings and objects. The practical implication of this systematic review is a collection of research gaps and recommendations that researchers can take note of and tackle in future studies.

scholarly journals Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms

2014 ◽  
Vol 1 (1) ◽  
pp. 54-66
Author(s):  
Amina Baig
Keyword(s):  
Gender Identity ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Student Interaction ◽  
Early Years ◽  
Single Gender ◽  
Structured Interviews ◽  
Single Sex ◽  
Teacher Student

The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are passed on to the students, who play an important role in the gender identity construction of these children. The study also indicated that the teachers’ personal experiences greatly affect their perceptions regarding gender identities. There was also evidence of teachers having different expectations for girls and boys. Schools were hence found promoting stereotypes regarding gender roles and responsibilities in a social context.

Sequence organization of autistic children’s play with caregivers: Rethinking follow-in directives

Autism ◽  
2021 ◽  
pp. 136236132110467
Author(s):  
Kristen Bottema-Beutel ◽  
Shannon Crowley ◽  
So Yoon Kim
Keyword(s):  
Language Learning ◽  
Conversation Analysis ◽  
Social Action ◽  
Free Play ◽  
Video Data ◽  
Autistic Children ◽  
Sequence Organization ◽  
Course Of Action ◽  
Play Interactions ◽  
Turn Taking

This study is a qualitative investigation of caregiver–child interactions, involving 15 autistic children who are in the early stages of language learning. Data consisted of 15-min videos of free-play interactions recorded in a University clinic. We use conversation analysis to examine the sequence organization of proposal episodes, where the caregiver proposes some course of action regarding the child’s play activity. Prior work has used a speech act theoretical framework to identify follow-in directives, which are similar to proposals, but identified at the utterance level rather than at the level of social action. According to conversation analysis, social actions are implemented over multiple interactional turns and produced in collaboration between interaction partners. Our analysis showed that caregivers design their talk in ways that enable autistic children’s participation in interactional turn-taking by forecasting the upcoming proposal. They also socialize children into expectations around turn-taking, by providing an “interaction envelope” around children’s conduct so that it can be construed as completing interactional sequences. Finally, we show how autistic children can display an orientation to turn-taking by timing their interactive moves to occur at transitional moments in the interaction in ways similar to adult conversational turn-taking. Lay abstract In this article we use a qualitative method, conversation analysis, to examine videos of caregivers interacting with their young autistic children who are in the early phases of language learning. Conversation analysis involves preparation of detailed transcripts of video data, which are then analyzed together to understand how interactional moves (e.g. talk, gestures, and physical conduct) are linked with prior and subsequent interactional moves. We analyzed data from 15 participants, and focused on instances when caregivers made a proposal about something the child was playing with. In previous research, similar instances have been referred to as “follow-in directives.” We found that these proposals were embedded in sequences that had a similar structure, and were prefaced with a ‘pre-proposal’; where the caregiver established the child’s interest in a joint activity and signaled the upcoming proposal. The caregiver’s talk was also provided in such a way that there was a clear “slot” for the child’s turn, which made it easy for the child’s actions to become part of an interactional sequence. In addition, proposal sequences were very negotiable—the caregivers do not usually insist that the child follow through on the proposal, only that they produce an action that could be taken as a response. Finally, there were some instances where the child’s turn was very precisely timed to occur right at the end of a caregiver’s proposal; this precise timing could signal the child’s understanding of how interactional turn-taking works. We suggest that this method of examining caregiver–child interactions provides new insights into how interactions proceed, which could be useful for future intervention research.

Asynchronous Teaching and Learning in IB English A

2021 ◽  
pp. 406-415
Author(s):  
Evangelos Syropoulos
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Literary Texts ◽  
Online Learning Environment ◽  
Student Collaboration ◽  
Teacher Student ◽  
Teaching Learning

This chapter focuses on the benefits of incorporating asynchronous tasks, activities, components in the teaching of IB English A: Literature Yr. 1. Taking into consideration the unique challenges of the new syllabus, the author shows how asynchronous teaching/learning may enable teachers to cover in depth many literary texts, by running concurrently F2F/synchronous and asynchronous classes. Particular emphasis is placed on how low-immediacy and low-bandwidth tools may contribute to teacher-student and student-student collaboration. The author also reflects on how the use of asynchronous components smoothened the transition to an exclusively online learning environment after the closing of the schools due to the COVID-19 pandemic.

Flip and Retrofit University Lecture Theatre Into Caribbean Classrooms

2019 ◽  
pp. 38-54 ◽  
Author(s):  
Paulette Joyce Feraria
Keyword(s):  
Secondary Students ◽  
Classroom Practice ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Alternative Pathways ◽  
Caribbean Students ◽  
Teacher Student ◽  
Lecture Theatre ◽  
Teaching Learning ◽  
University Course

Caribbean students and teachers in training in a university setting explored teaching and learning in a new dialogic wall-less classroom space in their dual roles as teachers and learners in flipped classroom assessment spaces. This chapter explores how placing university course delivery and assessment within a television teaching-learning studio registered a shift from the usual top-down classroom practice (teach-learn-test) towards synchronous teacher and student inquiry, innovation, experiment, and assessment. Flipping print-rich classrooms into performance-rich classrooms and regular classrooms and lecture theatres into a television learning studio resulted in teacher-student and secondary students role reversals as teachers and learners, symbiotic learning and the strengthening of teacher pedagogy. The findings are indicating that the flipped classroom is a cognitive space that can be retrofitted into teacher- and student-created media spaces for sustainable practice in teacher education and assessment that support alternative pathways to teaching and learning.

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