scholarly journals Tellers, Makers, and Holders of Stories: A Micro-Analytic Understanding of Students’ Identity Work in Drama-based Adult ESL Classrooms

2021 ◽  
Vol 24 (3) ◽  
pp. 186-206
Author(s):  
Won Kim
Keyword(s):  
Adult Learners ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Learning Experiences ◽  
Identity Work ◽  
Educational Drama ◽  
Adult Esl ◽  
L2 Learning ◽  
Research Findings ◽  
Esl Pedagogy

Despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama for creating more contextually-situated, engaging, and multi-modal L2 learning experiences (Piazzoli, 2018; Stinson & Winston, 2011), there is scarce empirical evidence concerning what is actually taking place interactionally in L2 classrooms for adults. This article presents a bottom-up microanalysis of classroom interaction in an ESL class in Canada with over 16 adult learners designed to explore the potential and actual impact of educational drama on classroom discourse and students’ L2 learning experiences. Using a discourse analytic approach (Antaki & Widdicombe, 1998; Goffman, 1981), I analyze the dynamic identity work of the class participants. The article presents empirically-grounded research findings that illustrate instances of interaction in and through which drama-based ESL pedagogy contributes to the development of dialogic and democratic classroom discourse and fosters a transformative empowering interpersonal space (Cummins, 2011).  

scholarly journals Drama in L2 learning: A research synthesis

2013 ◽  
Vol VII (2) ◽  
pp. 7-27
Author(s):  
George Belliveau ◽  
Won Kim
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Research Literature ◽  
Teaching Resources ◽  
Educational Drama ◽  
Learning And Teaching ◽  
L2 Learning ◽  
Research Findings ◽  
On Line ◽  
The Impact

This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.

“(Not) forever talk”: restaurant employees managing occupational stigma consciousness

2018 ◽  
Vol 13 (4) ◽  
pp. 384-402 ◽  
Author(s):  
Amanda Michiko Shigihara
Keyword(s):  
Food Service ◽  
Identity Work ◽  
Stigma Consciousness ◽  
Content Type ◽  
Theoretical Contribution ◽  
Work Related ◽  
Future Selves ◽  
Restaurant Employees ◽  
Research Findings ◽  
Depth Interviews

PurposeThe purpose of this paper is to examine restaurant employees’ engagement in identity work to manage occupational stigma consciousness.Design/methodology/approachResearch methods included ethnographic fieldwork and in-depth interviews.FindingsWidespread societal stigma attached to food service work disturbed participants’ sense of coherence. Therefore, they undertook harmonizing their present and envisioned selves with “forever talk,” a form of identity work whereby people discursively construct desired, favorable and positive identities and self-concepts by discussing what they view themselves engaged and not engaged in forever. Participants employed three forever talk strategies: conceptualizing work durations, framing legitimate careers and managing feelings about employment. Consequently, their talk simultaneously resisted and reproduced restaurant work stigmatization. Findings elucidated occupational stigma consciousness, ambivalence about jobs considered “bad,” “dirty” and “not real,” discursive tools for negotiating laudable identities, and costs of equivocal work appraisals.Originality/valueThis study provides a valuable conceptual and theoretical contribution by developing a more comprehensive understanding of occupational stigma consciousness. Moreover, an identity work framework helps explain how and why people shape identities congruent with and supportive of self-concepts. Forever talk operates as a temporal “protect and preserve” reconciliation tool whereby people are able to construct positive self-concepts while holding marginalized, stereotyped and stigmatized jobs. This paper offers a unique empirical case of the ways in which people talk about possible future selves when their employment runs counter to professions normatively evaluated as esteemed and lifelong. Notably, research findings are germane for analyzing any identities (work and non-work related) that pose incoherence between extant and desired selves.

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

How Teacher Questions Facilitate Student Learning in EFL Class

2021 ◽  
Author(s):  
Nguyen Anh Hao ◽  
Keyword(s):  
Content Analysis ◽  
Student Learning ◽  
Small Proportion ◽  
Classroom Discourse ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Teacher Questions ◽  
Qualitative And Quantitative ◽  
Quantitative Content

Abstract Questioning is considered as one of the most dominant features in virtually every classroom discourse. This study aims at examining the types and functions of teacher questions that facilitate student learning in an EFL class in Vietnam. The classification of questions employed in the study follows the work proposed by Richards and Lockhart in 2007. Participants in the research were one teacher and 25 students in an English university class in Vietnam. The data was collected through classroom observation and audio recording. Both qualitative and quantitative content analysis were utilized to analyze the data. The findings of the study indicate that the most frequently used question types were convergent and divergent questions, and procedural questions only accounted for a small proportion. Furthermore, it was found that convergent questions were employed to check and guide students’ understanding of the lesson’s target lexical items, while divergent ones were used to promote students’ further analysis and their own evaluation of the knowledge provided in the study material. Finally, procedural questions were chiefly posed when the teacher monitored students in class activities. Keywords: classroom discourse, classroom interaction, teacher questions

Classroom Discourse and Multimodal Conversation Analysis

2021 ◽  
pp. 15-40
Author(s):  
Christine M. Jacknick
Keyword(s):  
Conversation Analysis ◽  
Classroom Discourse ◽  
Body Movement ◽  
Student Participation ◽  
Classroom Interaction ◽  
Willingness To Participate ◽  
Methodological Framework ◽  
Interactional Competence ◽  
Movement Artifacts

This chapter provides a background of classroom discourse research with particular focus on research into the interactional organization of classroom interaction. Walsh’s (200, 2011) modes are introduced as a key framework for this volume. Prior research on student participation is summarized here, including the concepts of (un)willingness to participate and classroom interactional competence. Finally, multimodal conversation analysis, the methodological framework for this volume, is presented, including brief summaries of research on gaze, gesture, body movement, artifacts, and complex multimodal Gestalts. Notes on transcription practices are presented here, as well as descriptions of the data corpora drawn upon for this study.

scholarly journals Reframing Literacy in Adult ESL Programs: Making the case for the inclusion of identity

2014 ◽  
Vol 22 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Michael Atkinson
Keyword(s):  
Adult Learners ◽  
Literacy Skills ◽  
Program Participation ◽  
Functional Literacy ◽  
Esl Programs ◽  
Adult Esl ◽  
Australian Context ◽  
Sense Of Identity

Adult  ESL  programs  in  the  Australian  context  are  heavily  influenced  by  neo-liberal notions  of  functional  literacy  and  numeracy.  This paper argues that such notions, designed to enable the learner to function within the workplace or community can fail to acknowledge the complexity of ESL program participation for adult learners. This may be considered especially so for pre-literate learners from refugee backgrounds who have low or minimal levels of literacy in their own language and are hence negotiating a new skill set, a new culture and arguably a new sense of identity. This paper is based on research which points to the need to position the learning of literacy and numeracy in the ESL context as a social and educational journey made meaningful by a learner's sense of (emerging) identity.  In this context a holistic, socially orientated  understanding  of  their  learning  and  their progress  is  preferable  to  an approach  which  views  and  evaluates  learners  against  preconceived  functional  literacy skills. The participants in this study were people of refugee background from Africa with minimal literacy skills.

Single episode analysis of extended conflict talk sequences in second language classroom discussion

2015 ◽  
Vol 3 (2) ◽  
pp. 231-262 ◽  
Author(s):  
Yuri Hosoda ◽  
David Aline
Keyword(s):  
Second Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Institutional Context ◽  
Classroom Discussion ◽  
Single Episode ◽  
Conflict Talk ◽  
Language Classroom ◽  
Research Findings ◽  
Institutional Contexts

Numerous studies have examined conflict talk from an ethnomethodological perspective, scrutinizing development of conflict talk sequences (e.g., Coulter 1990; Maynard 1985a). We take up this strand of research to examine an extended episode of conflict talk in a second language (L2) classroom. Throughout this study, we conduct a detailed analysis of a single episode, applying previous research findings and using this analysis as a springboard into uncovering distinct aspects of conflict talk in this institutional context that may also be generalizable to other institutional contexts. The focus here is on an extended dispute occurring in a group discussion extracted from a larger corpus of L2 classroom interaction.

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