Managing Control and Connection in an Adult ESL Classroom
Bibliographic Data
| ID | 13683796 |
|---|---|
| Authors | H Z Waring (0000-0002-0652-568X, Columbia University, corresponding author) |
| Year | 2014 |
| Volume | 49 |
| Issue | 1 |
| Pages | 52-74 |
| Publication date | 2014-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte201425913 |
| OpenAlex | W2611782263 |
| Language | EN |
| Citations received | 10 |
| References cited | 13 |
Prior work in education, broadly, and in L2 education, more specifically, has documented both the difficulty and importance of integrating conversation into the language classroom, where conversation is both the means and end of language learning. Yet to be described is how the teacher plays an active role in engineering such integration and how he or she navigates a delicate balance between formal classroom talk and more casual conversation. Using the methodology of conversation analysis, I describe how one particular instructor manages to maintain an open and yet structured space that fosters connection without sacrificing control in an adult ESL classroom. In particular, I show how the balance between control and connection is achieved by embedding a conversational frame within an institutional one or reestablishing the institutional frame in the midst of talk about conversational matters. Findings of this study expand our current understanding of how learner voice may be promoted within the institutional structure of a classroom, and in particular, how conversation may be integrated into the language classroom without abandoning teacher control
Contingency · Conversation · Conversation analysis · Converse · Epistemology · Linguistics · Mathematics education · Pedagogy · Power (physics · Sociology · Communication · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Philosophy · Psychology
Bringing the expert to the fore
“I understand one hundred and twenty percent”
Student talk as a resource
Teacher contingency in the Chinese immersion classroom of young learners
Oral placement tests at an English language school
Adult English learners and the bilingual reading process
Teachers’ gestures in synchronous online language classrooms
Topicalization as a practice for facilitating L2 discussion in video-mediated extensive reading book club meetings
Integrating rapport-building into language instruction
The role of initiation-response-feedback (IRF) sequences in organizing learning during a college educational choir's rehearsals
Interaction in the language curriculum
Learning as Changing Participation
Learning to Play, Playing to Learn
‘Being the Teacher’
Teacher Identity as Pedagogy
‘How was your weekend?’
Order and disorder in the classroom
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Eliciting Narratives
When Reading It Wrong Is Getting It Right
Taking Risks, Negotiating Relationships
Discussion-Based Approaches to Developing Understanding
Steps to an Ecology of Mind
| Citations per year | 1 |
|---|---|
| Citation span | 2016 - 2026 (11) |
| Highly cited | No |