Instructional Conversations in a High School Spanish Class
Bibliographic Data
| ID | 8936768 |
|---|---|
| Authors | Susan Todhunter (La Roche College, corresponding author) |
| Year | 2007 |
| Volume | 40 |
| Issue | 4 |
| Pages | 604-621 |
| Publication date | 2007-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2007.tb02883.x |
| OpenAlex | W2090442213 |
| Language | EN |
| Citations received | 3 |
| References cited | 25 |
This case study investigated spontaneous interpersonal communication in a high school Spanish classroom, using instructional conversation as a framework for analysis. Instructional conversations are collaborative, extended verbal exchanges in which students develop a coherent topic, supported by the teacher's contingent questions and feedback. The features, length, and frequency of instructional conversations were examined. Analysis of discourse led to a set of distinctive features adapted from the bilingual instructional conversation model. Seventeen instructional conversation episodes constituted 7% of the total time in 18 observed lessons, occurring typically before the teacher's planned lesson activities and at transitions in the lesson. The potential value of instructional conversations for developing interactional competence suggests that they deserve the attention of teachers and researchers, and a more prominent place in the language classroom
Class (philosophy · Communicative competence · Competence (human resources · Conversation · Conversation analysis · Interpersonal communication · Mathematics education · Pedagogy · Set (abstract data type · Teaching method · Communication · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology
Conversation
Classroom oriented research in second language acquisition
Reevaluating the IRF sequence
Georgetown University Round Table on Languages and Linguistics (Gurt) 2001
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
A Classroom Perspective on the Negotiation of Meaning
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
Learning Lessons
Discourse processes in instructional conversations
Collaborative Language Learning and Teaching
Voices from the Language Classroom
Group Work, Interlanguage Talk, and Second Language Acquisition
Understanding Communication in Second Language Classrooms
Some Problems and Caveats in ‘Communicative’ Discourse
Literary Discussions and Advanced Speaking Functions
The Persistence of the Recitation
Corrective Feedback and Learner Uptake
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2014 - 2024 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |