Learning in the contingency of talk-in-interaction

Lee, Yo–An

doi:10.1515/text.2010.020

Cited by 70 publications

(50 citation statements)

References 35 publications

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“…Through the detailed analysis we have shown what the momentary openings and coincidences that occur in the contingency of teacher-student interaction means to the pedagogical potentials that present themselves (Lee, 2010;Hellerman & Pekarek Doehler, 2010). The situated character of teaching and learning involves important pedagogical constraints.…”

Section: Discussionmentioning

confidence: 99%

“…It is a perspective that shares basic theoretical principles of dialogism concerning how communication, context and joint meaning making are constituted through sequential organization, joint construction and interdependence between acts (Duranti & Goodwin, 1992;Firth & Wagner, 2007;Linell, 1998;Prior & Hengst, 2010). Drawing on socio-cultural theories of learning, emerging research in CA has shown how learning can be understood and studied as social actions that take shape in the turn-by-turn contingency of interaction between participants, in our case teachers and students in the classroom (Lee, 2010;Martin, 2004;Melander 2009;Sahlström, 2011;Tanner, 2014). Lee (2010) shows how teachers successively discover aspects of a learning content that needs to be clarified or explained, which they use to adapt their instructions in relation to students' displayed understandings.…”

Section: Theoretical Framingmentioning

confidence: 99%

“…Drawing on socio-cultural theories of learning, emerging research in CA has shown how learning can be understood and studied as social actions that take shape in the turn-by-turn contingency of interaction between participants, in our case teachers and students in the classroom (Lee, 2010;Martin, 2004;Melander 2009;Sahlström, 2011;Tanner, 2014). Lee (2010) shows how teachers successively discover aspects of a learning content that needs to be clarified or explained, which they use to adapt their instructions in relation to students' displayed understandings. Lee argues that the contingency of interaction is analytically central since " [t]he contingencies then do not represent the unplanned, random, or surplus details; they are the essential analytic resources for those participants who discover teachable items and demonstrate their learning" (ibid, p. 418).…”

Section: Theoretical Framingmentioning

confidence: 99%

See 2 more Smart Citations

Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom

Asplund¹,

Tanner²

2016

L1 Educational Studies in Language and Literature

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show abstract

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Framingmentioning

confidence: 99%

Section: Theoretical Framingmentioning

confidence: 99%

See 1 more Smart Citation

Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom

Asplund¹,

Tanner²

2016

L1 Educational Studies in Language and Literature

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“…Unlike traditional discourse analysis, which focuses on the structural and/or functional regularities of classroom talk (Carlsen 1991;Green and Dixon 2002), the present paper examines the methods and procedures by which participants carry out ordinary tasks of classroom teaching and collaboration among teachers (Heap 1990;Macbeth 2003;Lee 2010). Accordingly, the transcribed interaction and field notes became the primary analytic resources because they allowed for an examination of the contingent choices of talk and methods of action the participating teachers demonstrated.…”

Section: Methodsmentioning

confidence: 99%

Lesson Plans and the Contingency of Classroom Interactions

Lee

Takahashi

2011

Hum Stud

Self Cite

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In their examination of elementary science classrooms, Amerine and Bilmes (1988) found that following instructions requires students to understand the relationship between the projected outcome and the corresponding course of actions. One of the most important resources for instructions is the lesson plan, which prescribes the sequence of teaching. However, there is often a gap between what is planned and what actually happens in the classroom. This raises the question of how teachers come to terms with contingent variants and unexpected outcomes that realtime interactions occasion and how lesson plans are configured into these processes. This study examines a teacher education program that uses lesson plans as a central resource for teaching mathematics. The results suggest that classroom teachers use lesson plans as communicative resources to identify problems, specify assumptions about their teaching and act on the evolving contingency of classroom interaction. The interactional contingency is the locus of teaching practices, not an obstacle to the application of procedures in lesson plans.

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“…Our claims about learning opportunities, based on the notion of situatedness and participation, were grounded in the actual data through analyzing the moment-by-moment contingent talk within CA framework (Lee, 2010). Contingency refers to 'A quality of interaction in which the design of each turn is thoroughly dependent upon and responsive to its prior turn.'…”

Section: Data Collection and Analysismentioning

confidence: 99%

Organizational Patterns of English Language Teachers’ Repair Practices

Mozaffari

Allami

2017

IJAL

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Despite the abundance of research on teachers' repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers' organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video-and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaningoriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers' awareness of the role of repair organization in facilitating learning opportunities and for teachers' professional development.

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Learning in the contingency of talk-in-interaction

Cited by 70 publications

References 35 publications

Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom

Navigating between disorder and control: Challenges and choices when teaching reading strategies in the L1 classroom

Lesson Plans and the Contingency of Classroom Interactions

Organizational Patterns of English Language Teachers’ Repair Practices

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