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Ayça K. Fackler; Ruth M. Harman – Science Education, 2025
Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and…
Descriptors: Preservice Teachers, Science Teachers, Teacher Education Programs, Research Universities
Johanna van Balen; Myrte N. Gosen; Siebrich de Vries; Tom Koole – Classroom Discourse, 2024
This study shows how learner initiatives are taken during classroom discussions where the teacher seeks to make room for subjectification. Using Conversation Analysis, subjectification can be observed when students take the freedom to express themselves as subjects through learner initiatives. Drawing on data from classroom discussions in language…
Descriptors: Classroom Communication, Discourse Analysis, Peer Relationship, Learning Activities
Elham Monfaredi – Classroom Discourse, 2023
This study examined interactional sequences in which students initiated storytelling in classroom interactions. The data consisted of 13 stories initiated by students in intermediate and advanced Persian language classes at two North American Universities. The study drew on conversation analysis in combination with membership categorization…
Descriptors: Classroom Communication, Story Telling, Interaction Process Analysis, Advanced Courses
Khoza, Hlologelo Climant – Journal of Pedagogical Research, 2023
Teachers' responses to student contributions in science classroom influence the resulting classroom interaction. To establish a heightened interaction, teachers need to use specific discursive moves. Using the notion of noticing as a lens, in this qualitative case study, I report on how the notion of noticing and responding with a suitable…
Descriptors: Science Instruction, Teacher Student Relationship, Preservice Teacher Education, Case Studies
Lee, Yo-An – English Teaching, 2023
Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Discourse Analysis
Yakushkina, Maria – Language Learning Journal, 2021
According to research in pragmatics, gender represents an important factor in individuals' turn-taking behaviour, with results indicating overall male-dominated conversational patterns. Despite the significance of gender in the students' conversational styles in an academic setting, gender and turn-taking has yet to be investigated in the foreign…
Descriptors: Gender Differences, Second Language Learning, Second Language Instruction, Classroom Communication
Contreras-Espinosa, Ximena Rocío; Villamizar-Mantilla, Karen Michell – HOW, 2021
This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information…
Descriptors: Case Studies, Classroom Communication, English (Second Language), Second Language Learning
Dao, Phung; Nguyen, Mai Xuan Nhat Chi; Iwashita, Noriko – Language Learning Journal, 2021
This study explored teachers' perceptions of learner engagement in L2 task-based interaction. Fifty-four pre- and in-service ESL/EFL teachers with different L1 backgrounds and L2 teaching experiences were asked to define and rate learner engagement in two learner-learner interactions. The results revealed three major indicators that the teachers…
Descriptors: Teacher Attitudes, Learner Engagement, Second Language Learning, Second Language Instruction
Sandoval, William A.; Enyedy, Noel; Redman, Elizabeth H.; Xiao, Sihan – International Journal of Science Education, 2019
Most of the research on argumentation in science education has documented the myriad flaws in students' argumentation, and the difficulties teachers have organising productive arguments in the classroom. We apply a sociocultural framework to argue that productive argumentation emerges from a classroom culture in which its practice meaningfully…
Descriptors: Persuasive Discourse, Science Education, Sociocultural Patterns, Classroom Environment
DeLiema, David; Enyedy, Noel; Steen, Francis; Danish, Joshua A. – Cognition and Instruction, 2021
Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting--in short, how the body is laminated onto the surrounding environment. With a focus on lamination, this paper formulates an integrated theory of…
Descriptors: Nonverbal Communication, Human Body, Schemata (Cognition), Spatial Ability
Lili Zhang; Yu Zhang – Journal of Global Education and Research, 2018
Although most people acknowledge the importance of interactions in class, it is commonly seen some students still rarely actively participate in face-to-face interactions, especially those from a Confucian cultural background. Previous research focused on many factors to understand this phenomenon, yet social anxiousness has not been given enough…
Descriptors: Foreign Countries, Undergraduate Students, Public Colleges, Classroom Communication
Harrison, Simon; Chen, Yu-Hua – RELC Journal: A Journal of Language Teaching and Research, 2021
Pointing out that language policy negotiations in classroom discourse are an understudied kind of "language-related episode", and proposing that Tim Ingold's notion of "meshwork" dissolves a boundary that typically encloses their analysis, this paper examines how a rich and indicative example of student group interaction on a…
Descriptors: Music, Dance, Korean Culture, Language Planning
Bouchard, Karen L.; Hollweck, Trista; Smith, J. David – McGill Journal of Education, 2016
Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for…
Descriptors: Communities of Practice, Classroom Communication, Classroom Techniques, Preservice Teacher Education
Barbieri, Federica – Applied Linguistics, 2015
Research on the linguistic characteristics of university classroom discourse highlights the salience, in this register, of non-informational and subjective aspects of discourse. This dimension of classroom discourse, however, has not been studied systematically. Taking a corpus-based approach, this study investigates the non-informational…
Descriptors: Classroom Communication, Discourse Analysis, Computational Linguistics, Language Variation
Asik, Asuman; Kuru Gönen, S. Ipek – Classroom Discourse, 2016
Recent years have witnessed increasing attention to the role of interaction in the classroom. Regarding the dynamic nature of language classrooms, teacher talk is assumed to promote interaction. Based on this assumption, this paper aims at investigating EFL teachers' perceptions of their use of teacher talk and how analysis of language use…
Descriptors: Foreign Countries, Preservice Teachers, Language Teachers, English (Second Language)
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