Teacher entries into second turn positions: IRFs in collaborative teaching
- 주제(키워드) Co-teaching , Collaborative teaching , IRF , Second turn position
- 등재 SSCI, AHCI, SCOPUS
- 발행기관 Elsevier
- 발행년도 2016
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000125506
- 본문언어 영어
- Published As http://dx.doi.org/10.1016/j.pragma.2016.02.001
- 저작권 이화여자대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
This article examines the underresearched classroom context of co-teaching. The study analyzes classroom interactions wherein two teachers-one American and one Korean-concurrently use English and Korean to carry out content-based lessons. Of analytic focus is the co-teacher's entry into the second turn position of initiation-response-feedback (IRF) sequences and the actions that the teacher deploys in these turns. The sequences exhibit a distinct interactional structure that departs from prototypical IRF sequences, revealing the participants' collaborative methods of managing classroom contingencies, organizing student participation, and accomplishing the curricular focus of the lesson. © 2016 Elsevier B.V.
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