Pub Date : 2022-08-05DOI: 10.1080/19463014.2022.2103008
Sofie van der Meij, Myrte N. Gosen, Annerose Willemsen
{"title":"‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions","authors":"Sofie van der Meij, Myrte N. Gosen, Annerose Willemsen","doi":"10.1080/19463014.2022.2103008","DOIUrl":"https://doi.org/10.1080/19463014.2022.2103008","url":null,"abstract":"","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89074770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1080/19463014.2022.2090976
Joseph S. Tomasine
ABSTRACT School-based social practices of oral feedback present challenges for all k-12 students. Ignoring these challenges during reading assessment contributes to a deficit view of emergent bilingual students, whose struggles to participate in formative feedback on reading performance may result from general unfamiliarity with school-based practices, rather than language proficiency. Drawing impetus from the New Literacy Studies and methodological principles from conversation analysis, the current study explores the discursive organization of oral feedback during formal formative reading assessment and its relationship to issues of knowledge construction and identity. Based upon a single-case analysis, this study demonstrates how one emergent bilingual student’s struggles to participate in oral feedback emerged not from language proficiency but from unfamiliarity with the social practices of sequential organization. Furthermore, it will be argued that the teacher’s attempts at feedback sequentially constructed her student’s emergent bilingual identity and prioritized knowledge constructed about him, over knowledge constructed by him.
{"title":"Documenting oral feedback discourse during formal formative reading assessment with an emergent bilingual student","authors":"Joseph S. Tomasine","doi":"10.1080/19463014.2022.2090976","DOIUrl":"https://doi.org/10.1080/19463014.2022.2090976","url":null,"abstract":"ABSTRACT School-based social practices of oral feedback present challenges for all k-12 students. Ignoring these challenges during reading assessment contributes to a deficit view of emergent bilingual students, whose struggles to participate in formative feedback on reading performance may result from general unfamiliarity with school-based practices, rather than language proficiency. Drawing impetus from the New Literacy Studies and methodological principles from conversation analysis, the current study explores the discursive organization of oral feedback during formal formative reading assessment and its relationship to issues of knowledge construction and identity. Based upon a single-case analysis, this study demonstrates how one emergent bilingual student’s struggles to participate in oral feedback emerged not from language proficiency but from unfamiliarity with the social practices of sequential organization. Furthermore, it will be argued that the teacher’s attempts at feedback sequentially constructed her student’s emergent bilingual identity and prioritized knowledge constructed about him, over knowledge constructed by him.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73040748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-06DOI: 10.1080/19463014.2022.2084427
Lars Wallner, Katarina Eriksson Barajas
ABSTRACT The Swedish gender-neutral pronoun (GNP) hen has been in popular use since its (re)introduction to the public in 2012. Earlier research, analysing newspapers, academic papers and blogs, shows two uses of hen: when gender is unknown and when gender is irrelevant. However, there is a lack of studies of verbal, situated, uses of hen. In this article, we analyse recordings of year-eight students using hen when discussing a Nemi comic. Drawing on discursive psychology, we explore how students negotiate the gender of two unknown characters, and co-construct hen as the proper pronoun use. Adding to previous research, the analysis shows how students make both gendering as well as not gendering into accountable, repairable actions, and how they verbally use hen as a norm-critical other-repair, specifically as an action promoting GNP use. Thus, this exploratory case study contributes knowledge on the situated use of hen, something hitherto unexplored. These results are in turn important to research on gender-neutral pronouns, and our knowledge on their situated use, as well as norm-critical work in schools.
{"title":"‘It’s not her, it’s hen’ – situated classroom use of the Swedish gender-neutral pronoun hen","authors":"Lars Wallner, Katarina Eriksson Barajas","doi":"10.1080/19463014.2022.2084427","DOIUrl":"https://doi.org/10.1080/19463014.2022.2084427","url":null,"abstract":"ABSTRACT The Swedish gender-neutral pronoun (GNP) hen has been in popular use since its (re)introduction to the public in 2012. Earlier research, analysing newspapers, academic papers and blogs, shows two uses of hen: when gender is unknown and when gender is irrelevant. However, there is a lack of studies of verbal, situated, uses of hen. In this article, we analyse recordings of year-eight students using hen when discussing a Nemi comic. Drawing on discursive psychology, we explore how students negotiate the gender of two unknown characters, and co-construct hen as the proper pronoun use. Adding to previous research, the analysis shows how students make both gendering as well as not gendering into accountable, repairable actions, and how they verbally use hen as a norm-critical other-repair, specifically as an action promoting GNP use. Thus, this exploratory case study contributes knowledge on the situated use of hen, something hitherto unexplored. These results are in turn important to research on gender-neutral pronouns, and our knowledge on their situated use, as well as norm-critical work in schools.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72598504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-06DOI: 10.1080/19463014.2022.2089704
Leah Shepard‐Carey
ABSTRACT There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study draws on translanguaging literacies theory to inquire: How does teacher translanguaging talk influence student engagement with translanguaging pedagogies, and hence contribute to or constrain a translingual sensemaking ecology? For this study, I employed critical discourse analysis to analyse 21 classroom lesson videos and corresponding transcripts of translanguaging pedagogies implemented in small group reading lessons. Findings showed that Ms. Hassan (classroom teacher) and I engaged in most of the translingual discourse during lessons. Specifically, we often used direct translations and limited questioning in our translanguaging with students during small group reading lessons, which seemingly did not expand opportunities for students make sense of texts in dialogic ways. Implications from this study demonstrate a need to explore more dialogic and child-centred translanguaging pedagogies, especially for younger emergent bilinguals, further moving away from teachers as authoritative, linguistic experts.
{"title":"Creating space for translingual sensemaking: a critical discourse analysis of teacher translanguaging during small-group reading","authors":"Leah Shepard‐Carey","doi":"10.1080/19463014.2022.2089704","DOIUrl":"https://doi.org/10.1080/19463014.2022.2089704","url":null,"abstract":"ABSTRACT There is an urgent need for more ethical and equitable approaches to reading instruction for young emergent bilingual children in English medium classrooms. Translanguaging pedagogies are one approach that may address this issue as they encourage emergent bilinguals to use all of their linguistic and semiotic resources during reading. This study draws on translanguaging literacies theory to inquire: How does teacher translanguaging talk influence student engagement with translanguaging pedagogies, and hence contribute to or constrain a translingual sensemaking ecology? For this study, I employed critical discourse analysis to analyse 21 classroom lesson videos and corresponding transcripts of translanguaging pedagogies implemented in small group reading lessons. Findings showed that Ms. Hassan (classroom teacher) and I engaged in most of the translingual discourse during lessons. Specifically, we often used direct translations and limited questioning in our translanguaging with students during small group reading lessons, which seemingly did not expand opportunities for students make sense of texts in dialogic ways. Implications from this study demonstrate a need to explore more dialogic and child-centred translanguaging pedagogies, especially for younger emergent bilinguals, further moving away from teachers as authoritative, linguistic experts.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84150486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-06DOI: 10.1080/19463014.2022.2079694
Maria Njølstad Vonen, Marit Skarbø Solem, Karianne Skovholt
ABSTRACT What happens when students cannot answer teachers’ questions in oral examinations? This study investigates how teachers manage students’ insufficient answers in disciplinary oral competence exams (DOCEs) in the secondary school context. Using conversation analysis, we show that teachers either pursue an answer by reformulating it and providing more topic information or abandon the original question and move on to a new sequence by creating contiguity and defusing negative implications. Pursuing provides additional opportunities to answer but does not necessarily enable students to provide quality answers. Abandoning means that students lose a chance to display knowledge, but it does provide an opportunity to answer another question. The study contributes to the understanding of managing trouble displays in non-standardized test talk and specifies interactional practices used to manage insufficient responses. It also reveals the dilemmas that teachers must solve in real-time examinations.
{"title":"Managing students’ insufficient answers in oral examinations","authors":"Maria Njølstad Vonen, Marit Skarbø Solem, Karianne Skovholt","doi":"10.1080/19463014.2022.2079694","DOIUrl":"https://doi.org/10.1080/19463014.2022.2079694","url":null,"abstract":"ABSTRACT What happens when students cannot answer teachers’ questions in oral examinations? This study investigates how teachers manage students’ insufficient answers in disciplinary oral competence exams (DOCEs) in the secondary school context. Using conversation analysis, we show that teachers either pursue an answer by reformulating it and providing more topic information or abandon the original question and move on to a new sequence by creating contiguity and defusing negative implications. Pursuing provides additional opportunities to answer but does not necessarily enable students to provide quality answers. Abandoning means that students lose a chance to display knowledge, but it does provide an opportunity to answer another question. The study contributes to the understanding of managing trouble displays in non-standardized test talk and specifies interactional practices used to manage insufficient responses. It also reveals the dilemmas that teachers must solve in real-time examinations.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80199461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/19463014.2022.2072353
A. Filipi, Mu-Sen Kevin Chuang
ABSTRACT This study explored the language practices of a small group of international Chinese students in an anglophone Higher Education context where English was the medium of instruction. The context was the first year of an early childhood education course at an Australian university. Building on findings from research in conversation analysis on language alternation and medium of interaction, the analyses sought to unveil the students’ classroom verbal and nonverbal practices as they switched between Mandarin and English. Findings show that students’ preferred medium was monolingual: English for discussing taskwork and Mandarin for resolving disagreement or confusion, establishing understanding, and selecting a speaker. Alternation to Mandarin was accompanied by whispering and the embodied actions of ‘hiding’ behind the laptop while co-occurring laughter was used to signal a language switch or to index trouble or a delicate situation. These findings suggest that language choice was not simply a practice for restoring the preferred medium. Rather the students continued to speak Mandarin until the interactional motivation for its use was completed, which legitimized the use of their shared language. The paper ends with recommendations to inform pedagogy that is sensitive to the linguistic needs of international students in Higher Education in anglophone contexts.
{"title":"Chinese whispers: international Chinese students’ language practices in an anglophone Higher Education context","authors":"A. Filipi, Mu-Sen Kevin Chuang","doi":"10.1080/19463014.2022.2072353","DOIUrl":"https://doi.org/10.1080/19463014.2022.2072353","url":null,"abstract":"ABSTRACT This study explored the language practices of a small group of international Chinese students in an anglophone Higher Education context where English was the medium of instruction. The context was the first year of an early childhood education course at an Australian university. Building on findings from research in conversation analysis on language alternation and medium of interaction, the analyses sought to unveil the students’ classroom verbal and nonverbal practices as they switched between Mandarin and English. Findings show that students’ preferred medium was monolingual: English for discussing taskwork and Mandarin for resolving disagreement or confusion, establishing understanding, and selecting a speaker. Alternation to Mandarin was accompanied by whispering and the embodied actions of ‘hiding’ behind the laptop while co-occurring laughter was used to signal a language switch or to index trouble or a delicate situation. These findings suggest that language choice was not simply a practice for restoring the preferred medium. Rather the students continued to speak Mandarin until the interactional motivation for its use was completed, which legitimized the use of their shared language. The paper ends with recommendations to inform pedagogy that is sensitive to the linguistic needs of international students in Higher Education in anglophone contexts.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75502076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1080/19463014.2022.2080086
Virginia J. Flood, Benedikt W. Harrer
ABSTRACT We contribute a preiously unidentified way representational gestures are used to organise participation and the co-construction of knowledge in whole-class interactions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Drawing on ethnomethodology and conversation analysis (EMCA), we characterise students’ gestured candidate responses and how teachers respond to them. To answer teachers’ questions, students sometimes use representational gestures to provide silent, ‘off-the-record’ tentative responses that we call gestured candidate responses (GCRs). Teachers can respond to GCRs by ratifying or declining students’ responses. Teachers’ responses to GCRs include (1) ratifying the GCR by nominating students to share the response, (2) ratifying the GCR by repeating the gestured response for the class, (3) declining the GCR by not publicly pursuing the contribution, or (4) declining the GCR by publicly rejecting the contribution. Our analysis contributes to a better understanding of how students use gesture and how teachers attend and respond to students’ gestures in STEM classroom discourse.
{"title":"Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions","authors":"Virginia J. Flood, Benedikt W. Harrer","doi":"10.1080/19463014.2022.2080086","DOIUrl":"https://doi.org/10.1080/19463014.2022.2080086","url":null,"abstract":"ABSTRACT We contribute a preiously unidentified way representational gestures are used to organise participation and the co-construction of knowledge in whole-class interactions in Science, Technology, Engineering, and Mathematics (STEM) classrooms. Drawing on ethnomethodology and conversation analysis (EMCA), we characterise students’ gestured candidate responses and how teachers respond to them. To answer teachers’ questions, students sometimes use representational gestures to provide silent, ‘off-the-record’ tentative responses that we call gestured candidate responses (GCRs). Teachers can respond to GCRs by ratifying or declining students’ responses. Teachers’ responses to GCRs include (1) ratifying the GCR by nominating students to share the response, (2) ratifying the GCR by repeating the gestured response for the class, (3) declining the GCR by not publicly pursuing the contribution, or (4) declining the GCR by publicly rejecting the contribution. Our analysis contributes to a better understanding of how students use gesture and how teachers attend and respond to students’ gestures in STEM classroom discourse.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89772752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/19463014.2022.2084426
R. Walldén, P. Nygård Larsson
ABSTRACT This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students’ disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility – the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.
{"title":"“It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms","authors":"R. Walldén, P. Nygård Larsson","doi":"10.1080/19463014.2022.2084426","DOIUrl":"https://doi.org/10.1080/19463014.2022.2084426","url":null,"abstract":"ABSTRACT This article focuses on how Grade 6 students interactionally make meaning out of subject-related language encountered in civics textbook material by searching for synonyms and engaging in discussions. Employing ethnographically-inspired methods, data was collected through observations and audio recordings of civics teaching in two linguistically diverse classrooms in which the students were taught in the majority language, Swedish. In the article, oral classroom interaction is perceived as a crucial part of the meaning-making social practice in which students’ disciplinary literacy is developed. Key analytical concepts are discursive shifts and discursive mobility – the ability to move between and within different discourses. The results show that the use of online dictionaries promoted decontextualizing processes in which the students unsuccessfully tried to negotiate multiple abstract meanings that, in many cases, were unrelated to the disciplinary content. In other exchanges, the adults gave interactional support by contextualizing the words and expressions in content-relevant ways and pointing out recognizable parts of words. In some cases, the teacher instead drew attention to words that have different meanings, which complicated the content-relevant understanding of the words. Implications for working with subject-related vocabulary in ways which support rather than hinder disciplinary understanding are discussed.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75142455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-08DOI: 10.1080/19463014.2022.2079693
Roehl Sybing
ABSTRACT The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the concept of dialogic validation, which an individual expresses in order to lend credibility or value to another’s ideas or sociocultural resources. To propose the outlines of dialogic validation, this paper draws on excerpts from an ethnographic study conducted in an EFL (English as a foreign language) classroom to discursively analyse how an L1 (first language) English-speaking teacher facilitates dialogue with his L1 Japanese-speaking students. Through this discourse analysis, a framework will be generated and proposed to identify elements of dialogue that validate and create a classroom space that values and encourages students’ contributions to the teaching and learning processes in dialogic interaction.
{"title":"Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction","authors":"Roehl Sybing","doi":"10.1080/19463014.2022.2079693","DOIUrl":"https://doi.org/10.1080/19463014.2022.2079693","url":null,"abstract":"ABSTRACT The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the concept of dialogic validation, which an individual expresses in order to lend credibility or value to another’s ideas or sociocultural resources. To propose the outlines of dialogic validation, this paper draws on excerpts from an ethnographic study conducted in an EFL (English as a foreign language) classroom to discursively analyse how an L1 (first language) English-speaking teacher facilitates dialogue with his L1 Japanese-speaking students. Through this discourse analysis, a framework will be generated and proposed to identify elements of dialogue that validate and create a classroom space that values and encourages students’ contributions to the teaching and learning processes in dialogic interaction.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77889552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-31DOI: 10.1080/19463014.2022.2072354
Jonas Aspelin, Anders Eklöf
ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.
{"title":"In the blink of an eye: understanding teachers’ relational competence from a micro-sociological perspective","authors":"Jonas Aspelin, Anders Eklöf","doi":"10.1080/19463014.2022.2072354","DOIUrl":"https://doi.org/10.1080/19463014.2022.2072354","url":null,"abstract":"ABSTRACT A substantial body of international research argues that the teacher-student relationship is crucial for students’ academic and social-emotional learning. However, microanalytic studies of teachers’ relational competence are rare. This article aims to contribute such a study by exploring teachers’ relational competence, drawing on Erving Goffman’s concept of face-work and focussing on how a particular teacher-student relationship is constructed in an ongoing processes of interaction. The paper presents in-depth analyses of teacher-student interaction using a video-recording of a classroom episode. In the episode, the student loses face as a result of a complex series of events. The teacher, through rapid action, helps the student repair face and manages to (re-)establish a respectful interaction ritual. Overall, the teacher’s relational competence is manifested by advanced and complex face-work. Our analyses indicate that relational competence is essentially a micro-social artistry – a lightning-quick ability to interact with students in the ‘here and now’. The article also discusses the pedagogical implications of these findings, for example, that it is crucial to include face-work in teacher education and training.","PeriodicalId":45350,"journal":{"name":"Classroom Discourse","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82026138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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