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S019 1/2 | Classroom Discourse: Intercultural, Interactional and Assessment Perspectives

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Session Information

This symposium showcases papers that focus on various aspects of classroom interaction. The three thematic strands of the symposium are intercultural classroom discourse, teachers' classroom interactional competence and assessing teacher classroom discourse.

08:30 - 08:35 | WELCOME
08:35 - 09:35 | STANDARD PRESENTATIONS: PLESHAKOVA; DONG; URZUA
09:35 - 10:00 | Q&A
10:00 - 10:30 | BREAK
10:30 - 11:10 | FOCUSED PRESENTATIONS: HARUMI; LEE; WALPER & LIZASOAIN; LI:
11:10 - 11:35 | Q&A FOCUSED PRESENTATIONS
11:35 - 12:00 | GENERAL DISCUSSION MORNING SESSIONS

14:30 - 14:35 | WELCOME BACK
14:35 - 15:35 | STANDARD PRESENTATIONS: BORGHETTI; BAUMGART; BLUME
15:35 - 16:00 | Q&A
16:30 - 16:30 | BREAK
16:30 - 17:10 | FOCUSED PRESENTATIONS: DE OLIVEIRA; ZUO; KIM; RIORDAN 
17:10 - 17:35 | Q&A FOCUSED PRESENTATIONS
17:35 - 18:00 | GENERAL DISCUSSION AFTERNOON SESSIONS

August 20, 2021 08:30 AM - August 20, 2022 12:00 Noon(Europe/Amsterdam)
Venue : Room 1
20210820T0830 20210820T1200 Europe/Amsterdam S019 1/2 | Classroom Discourse: Intercultural, Interactional and Assessment Perspectives

This symposium showcases papers that focus on various aspects of classroom interaction. The three thematic strands of the symposium are intercultural classroom discourse, teachers' classroom interactional competence and assessing teacher classroom discourse.08:30 - 08:35 | WELCOME08:35 - 09:35 | STANDARD PRESENTATIONS: PLESHAKOVA; DONG; URZUA09:35 - 10:00 | Q&A10:00 - 10:30 | BREAK10:30 - 11:10 | FOCUSED PRESENTATIONS: HARUMI; LEE; WALPER & LIZASOAIN; LI:11:10 - 11:35 | Q&A FOCUSED PRESENTATIONS11:35 - 12:00 | GENERAL DISCUSSION MORNING SESSIONS14:30 - 14:35 | WELCOME BACK14:35 - 15:35 | STANDARD PRESENTATIONS: BORGHETTI; BAUMGART; BLUME15:35 - 16:00 | Q&A16:30 - 16:30 | BREAK16:30 - 17:10 | FOCUSED PRESENTATIONS: DE OLIVEIRA; ZUO; KIM; RIORDAN 17:10 - 17:35 | Q&A FOCUSED PRESENTATIONS17:35 - 18:00 | GENERAL DISCUSSION AFTERNOON SESSIONS

Room 1 AILA 2021 aila2021@gcb.nl

Sub Sessions

The role of teacher questions in scaffolding reading comprehension.

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
The verbal scaffolding within the classroom discourse does not go in a linear way. Teacher questions are a powerful tool for scaffolding. They allow monitoring learners' level of knowledge, directing and controlling the discourse development. They may indicate the change occurring in the learners' cognitive domain structuring.
Presenters Elena Pleshakova
University Of Bonn

Teacher Questioning in Intensive Reading Classrooms: A Pedagogy-oriented Insider’s Account

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
This article proposes an approach where TQ can be reconfigured to make it more pedagogy-oriented, series-based, and reflection-supplemented. Using EFL intensive reading classroom as a case, the article contextualizes how this approach can be applied to achieve the pedagogy in reading compression, language use, and critical thinking.
Presenters
MD
Ming Dong
Xi'an International Studies University
Co-authors
LL
Lin Lin
LH
Lin He

Teacher development through guided self-analysis and reflection on L2 teacher talk

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
Description of a mentoring project to help novice language teachers reflect on their teacher talk. Participants (Spanish instructors in the US) conducted a series of self-analysis tasks targeting different modes in Walsh’s (2006) SETT inventory. Task results and interview data are discussed, as well as implications for teacher education programs.
Presenters Alfredo Urzúa
San Diego State University

Approaches to interacting with classroom silence: the role of teacher talk

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
This study explores the interaction between Japanese EFL learners' use of classroom silence and teacher talk in Japanese EFL contexts. Adopting conversational analysis, it specifically examines the extent to which learner silence can be utilised as an interactional space scaffolded by teacher talk in L2 learning.
Presenters Seiko Harumi
SOAS, University Of London

Using Binding with Prosody to Encourage and Discourage Further Participation

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
This research uses conversation analysis to describe three prosodic techniques a teacher uses to facilitate learner participation. While he validates and connects all student responses, he employs larger prosodic features to encourage further participation whereas these prosodic features remain largely absent when a student is discouraged from further participation.
Presenters Alexander Lee
AILA Solidarity Awardee, Teachers College, Columbia University

Developing teacher trainees’ CIC and interactional awareness in Literature co-teaching practice sessions

Focused 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
This presentation will report on a project we have been implementing at Universidad Austral since 2010 in the Anglophone Literature and Culture courses of our English as a Foreign Language teacher training programme. In groups, students carry out simulated co-teaching sessions with their peers in which they test activities to teach English using the Literary pieces taught in the course as authentic materials. We are now incorporating a worksop on Classroom Interactional Competence and the SETT framework (Walsh, 2011) in order to tackle our trainees' most common interactional difficulties when leading the sessions.
Presenters Katherina Walper
Austral University Of Chile
Andrea Lizasoain
Universidad Austral De Chile
AO
Amalia Ortiz De Zarate
Universidad Austral De Chile

Scaffolding Language Learning in Teacher-Student Classroom Interactions: The Processes and Effectiveness in Situ

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC
This study examines the process and effectiveness of the teacher’s scaffolding in teacher-student classroom interactions. It aims to illustrate the effectiveness of scaffolding by exploring the relation between the teacher’s scaffolding strategies and the degree of students’ participation and cognitive development in situated discourses.
Presenters Jingya Li
University Of Chinese Academy Of Sciences
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Session Participants

User Online
Session speakers, moderators & attendees
University of Bonn
Xi'an International Studies University
San Diego State University
SOAS, University of London
AILA Solidarity Awardee
,
Teachers College, Columbia University
+ 3 more speakers. View All
Dr. Nienke Smit
Assistant Professor
,
Utrecht University
 Laura Nap
AILA2021 volunteer
,
NHL Stenden University of Applied Siences
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Slides

AILA__Seiko_Harumi__Approaches_to_interacting_with_classroom_silence
Approaches to interacting with classr...
0
Submitted by Seiko Harumi
AILA_1626856392ApproachestointeractingwithClassroomsilence_PDF.pdf
Approaches to interacting with classr...
0
Submitted by Seiko Harumi
AILA___AILA_Focused_Prerecorded_Presentation_Jingya_Li
Scaffolding Language Learning in Teac...
0
Submitted by Jingya Li
AILA_1629440111AILA2021Scaffoldinglanguagelearning_JingyaLi.pdf
Scaffolding Language Learning in Teac...
0
Submitted by Jingya Li
AILA_UsingBindingwithProsodytoEncourageandDiscourageFurtherParticipation
Using Binding with Prosody to Encoura...
0
Submitted by Alexander Lee
AILA_LizasoainWalperOrtizdeZarate-minuteintro
Developing teacher trainees’ CIC an...
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Submitted by Katherina Walper
AILA__GMT__Recording_x
Teacher development through guided se...
0
Submitted by Alfredo Urzúa
AILA__AILA__EPleshakova
The role of teacher questions in scaf...
0
Submitted by Elena Pleshakova
AILA__Teacher_Questioning_in_Intensive_Reading_Classrooms_A_Pedagogy_oriented_In
Teacher Questioning in Intensive Read...
0
Submitted by Ming Dong

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