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

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

Virtual Session Room 1 Symposium

August 20, 2021 08:30 AM - August 20, 2022 12:00 Noon(Europe/Amsterdam)

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

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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

The role of teacher questions in scaffolding reading comprehension.View Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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

Teacher Questioning in Intensive Reading Classrooms: A Pedagogy-oriented Insider’s AccountView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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.

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Co-authors

Teacher development through guided self-analysis and reflection on L2 teacher talkView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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

Approaches to interacting with classroom silence: the role of teacher talkView Abstract Watch Recording 0

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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

Using Binding with Prosody to Encourage and Discourage Further ParticipationView Abstract Watch Recording 0

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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

Developing teacher trainees’ CIC and interactional awareness in Literature co-teaching practice sessionsView Abstract Watch Recording 0

Focused 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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

Scaffolding Language Learning in Teacher-Student Classroom Interactions: The Processes and Effectiveness in SituView Abstract Watch Recording 0

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/20 06:30:00 UTC - 2022/08/20 10:00:00 UTC

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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