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Working on Understanding in the Adul...

Boblett, Nancy Rolph.

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Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor./
作者:	Boblett, Nancy Rolph.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	152 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Teacher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27998944
ISBN:	9798662384873

Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor.
Boblett, Nancy Rolph.

Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 152 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2020.

This item must not be sold to any third party vendors.

Over the past several decades, research that explored various teaching-and-learning contexts has provided valuable insights into teacher-learner interactional practices in second language classrooms. Many of these practices focus on learners' language accuracy by targeting the correct answer, a worthy but perhaps insufficient goal; an additional teacher responsibility is to encourage learners to build on their understanding by reasoning through that correct answer. This current study adds to previous research by examining how one experienced teacher and her adult ESL students in a community language program in the U.S. engage in a particular type of interactive, collaborative work on understanding that moves beyond what is correct to why it is correct, which I call "digging." Based on a conversation analytic examination of 15 hours of video-recorded classroom interaction, the findings showcase two complementary types of teacher-led digging that are preceded by a critical "pre-digging" phase, during which the teacher redirects learners' attention and constitutes a group that will work together as a collective. The first type of digging zooms in on one particular language issue which the teacher frames as a language challenge for the group and works collaboratively with the collective toward resolving it. The second type of digging, by contrast, zooms out from a specific language issue to a larger pattern in either the learners' native languages or the target language, English. In both types of digging, exploratory talk and various scaffolding techniques are employed to promote participation and learner agency. The findings contribute to the literature on classroom interaction by specifying, in fine-grained detail, the how-to of these teacher interactional practices during whole group work on understanding which involves the intricate work of every gaze, every gesture, every posture shift, every utterance, and every second of silence. Such specifications also enrich teacher educators' pedagogical content knowledge by providing them a common language to talk about, and illuminate the complexity of, teaching as they guide students to "see" such complexity.

ISBN: 9798662384873Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Classroom discourse

Working on Understanding in the Adult ESL Classroom: A Collaborative Endeavor.
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