0000000000726922
AUTHOR
Christine M. Jacknick
Teacher response pursuits in whole class post-task discussions
This paper explores teacher elicitation practices following a perceived absence of a response to an initial inquiry. Specifically, we focus on whole class post-task discussions where a teacher pursues responses in post-first position following students’ non-uptake, and thus makes her orientation toward the expectation of a response publicly available. The data for this study come from 30 h of video-recorded classroom interactions in an English as a medium of instruction university in Turkey. Using Conversation Analysis, this study demonstrates that when confronted with a non-response to her initial elicitation in whole class interaction, in addition to drawing on interactional resources (e.…
Transforming student contributions into subject-specific expression
Drawing on a corpus of pre-service teacher training classroom interactions in an English-medium instruction university in Turkey, we examine teacher follow-up turns that introduce specialized terms, showing how a teacher transforms student’s responses into pedagogically relevant points using academic language. We argue that teacher third-turns following student contributions accomplish several interrelated actions, not only introducing new terminology to these teachers-in-training, but also familiarizing them with ways of thinking specific to their discipline, i.e., these turns model “doing being a teacher.” These teacher actions are used to bridge student contributions to more scientific t…