Micro-Analysis Network

Dear all,  

In our next data session, Merve Bozbıyık (Middle East Technical University) will present an extract from her corpus of online classroom interaction in EMI higher education settings. The session will be held online via Zoom and start at 15:00, November 24.

Click here to see the links of this week’s session.

Dear all,  

In our next data session, Fatma Badem Korkmaz (Hacettepe University) will present an extract from her corpus of online EFL classroom interaction. The session will be held online via Zoom and start at 15:00, November 10.

Click here to see the links of this week’s session.

Dear all,  

In our next data session, Asuman Şimşek (Middle East Technical University) will present an extract from her corpus of online synchronous EFL classroom interaction. The session will be held online via Zoom and start at 15:00, November 3.

Click here to see the links of this week’s session.

We are very happy to announce the next Micro Analysis Network seminar by Myrte Gosen, University of Groningen. The talk will be on Zoom on the 23rd of November, 17:00 (GMT +3). 

Registration link: https://zoom.us/meeting/register/tJYkdO6gqDgtEtGSYw7DFwfDva4sbTEm2Uyx

Instructor, interlocutor and intermediate.
How different teacher roles become visible in classroom interaction practices.

Dr. Myrte Gosen, University of Groningen, the Netherlands

From the outset of analysis of classroom interactions, there was a lot of attention for the typical teacher-fronted or teacher-initiated classroom interactions characterized by the triadic structure of Initiation-Response-Evaluation (IRE) sequences (Cazden, 1988; Mehan, 1979; Sinclair & Coulthard, 1975). These sequences most regularly request known information from students (e.g. Cazden, 1988; Lyle, 2008; Margutti & Drew, 2014; Mehan, 1979). In this type of classroom interactions, the teacher role can be defined as instructor. In these cases, the teacher has a K+ epistemic position (Heritage, 2012) while testing students’ knowledge and evaluating the responses to the initial requests. However, more recent conversation analytic studies on classroom interactions have shown that these forms of teacher-fronted or teacher-initiated interactions are no longer the norm in classrooms (Duran & Sert, 2021). Different classroom activities involve different participation frameworks (Koole & Berenst, 2008) calling for different teacher roles. Involvement in classroom discussions for instance offers room for teachers acting as interlocutors and intermediates.

In this presentation, I will further elaborate upon these teacher roles that offer more room for student participation. I will highlight several studies of classroom interactions offering insights in teacher conduct reflecting different roles of the teacher. On the basis of work done by our Language and Social Interaction group from the University of Groningen, I will show teacher conduct as displayed in:

a) whole-classroom interactions during shared reading at kindergarten (Gosen, 2012), b) classroom discussions during history and geography lessons at upper primary school (Willemsen, 2019) and c) student-teacher interactions in mathematic lessons at secondary school (Breukelman et al, in preparation).

On the basis of these analyses, we will be able to discuss different teacher roles, their relation to epistemics and the relevance of (institutional) context. In line with this, the question will be raised whether one might potentially act as an instructor while at the same time acting as an interlocutor and intermediate in 21st century classrooms.

References
Breukelman, Gosen, Koole, Van de Pol (in preparation). ‘Is this correct?’ Interactional and pedagogical norms in student-teacher interactions. Cazden, C. B. (1988). Classroom discourse: The language of teaching and learning (1st ed.). Portsmouth, NH: Heinemann educational books, inc.

Duran, D., & Sert, O. (2021). Student-initiated multi-unit questions in EMI classrooms. Linguistics and Education, 65.

Gosen, M.N. (2012). Tracing learning in interaction: An analysis of shared reading of picture books at kindergarten. University of Groningen, Groningen.

Heritage, J. (2012). The Epistemic Engine: Sequence Organization and Territories of Knowledge. Research on Language & Social Interaction, 45(1), 30–52.

Koole, T., & Berenst, J. (2008). Pupil participation in plenary interaction. In J. Deen, M. Hajer, & T. Koole (Eds.), Interaction in two multicultural mathematics classrooms: Mechanisms of inclusion and exclusion (pp. 107–139). Amsterdam: Aksant Academic Publishers.

Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22, 222–240.

Margutti, P., & Drew, P. (2014). Positive evaluation of student answers in classroom instruction. Language and Education, 28, 436–458

Mehan, H. (1979). ‘What time is it, Denise?’: Asking known information questions in classroom discourse. Theory Into Practice, 18(4), 285–294.

Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

Willemsen, A. (2019). The floor is yours: A conversation analytic study of teachers’ conduct facilitating whole-class discussions around texts. University of Groningen, Groningen.

Dear all,  

In our next data session, Veronica Gonzalez Temer (Universidad Metropolitana de Ciencias de la Educación) will present an extract from her corpus of video-mediated EFL classroom interaction. The session will be held online via Zoom and start at 15:00, October 20.

Click here to see the links of this week’s session.

Dear all,  

In the first session of the semester, Nergiz Kardaş İşler (Hacettepe University) will present an extract from her corpus of classroom interaction in primary schools. The session will be held online (via Zoom) and start at 15:00, October 6.

Click here to see the links of this week’s session.

Dear all,  

In our next data session, Veronica Gonzalez Temer (Universidad Metropolitana de Ciencias de la Educación) will present an extract from her corpus of video-mediated EFL classroom interaction. The session will be held online via Zoom and start at 15:00, May 26.
Click here to see the links of this week’s session.

Dear all,  

In our next data session, DISCORE Team (METU) will present an extract from their corpus of online reading session interaction. The session will be held online via Zoom and start at 15:00, May 5.

Click here to see the links of this week’s session.

Dear all,  

In our next data session, Gözde Balıkçı (Kahramanmaraş Sütçü İmam University) will present an extract from her corpus of EFL classroom interaction in an online speaking class. The session will be held online via Zoom and start at 15:00, April 21.

Click here to see the links of this week’s session.

Dear all,  

In our next data session, Merve Bozbıyık (Research assistant, METU) will present an extract from her corpus of classroom interaction in EMI higher education settings. The session will be held online via Zoom and start at 16:00, April 7.

Click here to see the links of this week’s session.