Embodied Resources in a Repetition Activity in a Preschool L2 Classroom

Yıl: 2018 Cilt: 12 Sayı: 1 Sayfa Aralığı: 27 - 51 Metin Dili: İngilizce İndeks Tarihi: 08-05-2019

Embodied Resources in a Repetition Activity in a Preschool L2 Classroom

Öz:
The interactional architecture of L2 teaching and learning in preschool classrooms has been explored only to a limited extent despite the growing literature on L2 classroom discourse. The existing literature on these settings mainly describes an interactional site with limited L2 interactional repertoires of the very young learners. Accordingly, preschool teachers seem to draw on repetitions and interactional routines to create opportunities for learner participation. Against this background, this study sets out to describe a preschool L2 classroom in which a pre-service language teacher education project is implemented. Based on a conversation analytic examination of the interactional unfolding of a repeat after me activity, aimed at eliciting the students’ self-identification, the current study documents the interactional management of embodied resources. The findings demonstrate that the teacher repeatedly deploys embodied directives and recurrently draws on repetition of the focal form. Consequently, the students show active engagement and participation in the activity. The findings also provide implications for teaching English to very young learners and research on classroom interactional competence, L2 classroom discourse, embodiment, and multimodality.
Anahtar Kelime:

Konular: Dil ve Dil Bilim

-

Öz:
Yabancı dil sınıf söylemi üzerine sayıları gittikçe artan çalışmalara rağmen, anaokullarında gerçekleştirilen yabancı dil öğretimi ve öğreniminin etkileşimsel boyutu aynı sıklıkla incelenmemiştir. Bu tür ortamlar öğrencilerin sınırlı yabancı dil etkileşimi kaynaklarına sahip olduğu etkileşimsel alanlar olarak ön plana çıkmaktadır. Bu durum anaokulu yabancı dil öğretmenlerinin tekrarlama ve etkileşimsel rutinler gibi kaynaklara başvurarak öğrenci katılımına alan yaratması sonucunu ortaya çıkarmaktadır. Bu temelde, bu çalışma bir yabancı dil öğretmeni yetiştirme projesi kapsamında etkinliklerin gerçekleştirildiği bir anaokulu yabancı dil sınıfını tasvir etmeyi hedeflemektedir. Öğrencilerin isimlerini söylemelerini sağlama odaklı bir tekrarlama etkinliği üzerine gerçekleştirilen bir konuşma çözümlemesi (Sert vd., 2015) incelemesi yoluyla, bu çalışma bedenleşmiş (Yalvaç, Soylu & Arıkan, 2011) kaynakların yönetimi belgelemektedir. Bulgular, öğretmenin sürekli olarak bedenleşmiş yönergelere başvurduğu ve odaklanan yapının tekrarlanması üzerine yoğunlaştığını göstermektedir. Bunun sonucunda, öğrenciler derse etkin katılım göstermektedir. Bu bulgular çocuklara yabancı dil öğretimi, sınıf içi etkileşimsel yeti, yabancı dil sınıf söylemi, bedenleşme ve çokkiplilik alanlarına katkıda bulunmaktadır.
Anahtar Kelime:

Konular: Dil ve Dil Bilim
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • aus der Wieschen, M. V. (2017). Classroom practices in early foreign language teaching in Denmark: On the role of quantity and quality of exposure to English inside the classroom. Unpublished PhD Thesis, University of Southern Denmark.
  • aus der Wieschen, M. V., & Sert, O. (2018). Divergent language choices and maintenance of intersubjectivity: the case of Danish EFL young learners. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1447544
  • Balaman, U. (2017). Training pre-service language teachers for teaching English to very young learners using IMDAT model: A project description. Paper presented at SBATEYL, The International Conference on Teaching English to Young Learners, 15-1 ay, İzmir, Turkey.
  • Balaman, U., & Sert, O. (2017). Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning, 30(7), 601-630.
  • Belhiah, H. (2009). Tutoring as an embodied activity: How speech, gaze and body orientation are coordinated to conduct ESL tutorial business. Journal of Pragmatics, 41(4), 829-841.
  • Berger, I., Kitzinger, C., & Ellis, S. J. (2017). Using a category to accomplish resistance in the context of an emergency call. Pragmatics, 26(4), 563-582.
  • Björk- illén, P. (200 ). Routine trouble: How preschool children participate in multilingual instruction. Applied Linguistics, 29(4), 555-577.
  • Björk- illén, P., & romdal, J. (200 ). hen education seeps into ‘free play’: How preschool children accomplish multilingual education. Journal of Pragmatics, 41(8), 1493-1518.
  • Cekaite, A. (2007). A child's development of interactional competence in a Swedish L2 classroom. The Modern Language Journal, 91(1), 45-62.
  • Cekaite, A. (2008). Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting. In J. Philp, R. Oliver & A. Mackey (eds.), Second language acquisition and the younger learner, child's play?, (pp. 105-129). Amsterdam: John Benjamins.
  • Cekaite, A. (2013). Child pragmatics development. In C. A. Chapelle (ed.) Encyclopaedia of applied linguistics. Blackwell. DOI: 10.1002/9781405198431.wbeal0127
  • Cekaite, A. (2010). Shepherding the child: Embodied directive sequences in parent-child interactions. Text and Talk, 30(1), 1-25.
  • Cekaite, A. (2012). Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom. Language in Society, 41(5), 641-670.
  • Cekaite, A. (2017). What makes a child a good language learner? interactional competence, identity, and immersion in a Swedish classroom. Annual Review of Applied Linguistics, 37, 45-61.
  • Cekaite, A., & Aronsson, K. (2004). Repetition and joking in children’s second language conversations: Playful recyclings in an immersion classroom. Discourse Studies, 6(3), 373-392.
  • Dalgren, S. (2017). Questions and answers, a seesaw and embodied action: how a preschool teacher and children accomplish educational practice. In A. Bateman & A. Church (eds.), Children’s Knowledge-in-Interaction (pp. 37-56). Singapore: Springer.
  • Eskildsen, S. W., & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: Resources for teaching and learning. European Journal of Applied Linguistics, 1(1), 139-161.
  • Eskildsen, S. W., & Wagner, J. (2015). Embodied L2 construction learning. Language Learning, 65(2), 268-297.
  • Evnitskaya, N., & Berger, E. (2017). Learners’ multimodal displays of willingness to participate in classroom interaction in the L2 and CLIL contexts. Classroom Discourse, 8(1), 71-94.
  • Fasel Lauzon, V., & Pochon-Berger, E. (2010). Une perspective multimodale sur les pratiques d’hétéro-sélection du locuteur en classe. Pratiques; Linguistique, Littérature, Didactique, (147-148), 105-130.
  • Fasel Lauzon, V., & Berger, E. (2015). The multimodal organization of speaker selection in classroom interaction. Linguistics and Education, 31, 14-29.
  • Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of pragmatics, 32(10), 1489-1522.
  • Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8-23.
  • Goodwin, M. H. (2006). Participation, affect, and trajectory in family directive/response sequences. Text & Talk, 26(4-5), 515-543.
  • Goodwin, M. H., & Cekaite, A. (2013). Calibration in directive/response sequences in family interaction. Journal of Pragmatics, 46(1), 122-138.
  • Heller, V. (2016). Meanings at hand: Coordinating semiotic resources in explaining mathematical terms in classroom discourse. Classroom Discourse, 7(3), 253-275.
  • Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Polity. nt , L. (2010). Teacher turn-allocation and repair practices in classroom interaction: A multisemiotic perspective. Unpublished doctoral thesis. University of Jyv skyl . nt , L. (2012). Teachers’ embodied allocations in instructional interaction. Classroom Discourse, 3(2), 166-186.
  • Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.
  • Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277-309.
  • Lee, J. (2017). Multimodal turn allocation in ESL peer group discussions. Social Semiotics, 27(5), 671-692.
  • Lo, C. H. Y. (2016). Embodied vocabulary explanation in ESL group interaction: A preliminary account. Working Papers in TESOL and Applied Linguistics, 16(2), 29-34.
  • Majlesi, A. R. (2015). Matching gestures–Teachers’ repetitions of students’ gestures in second language learning classrooms. Journal of Pragmatics, 76, 30-45.
  • Matsumoto, Y., & Dobs, A. M. (2017). Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom. Language Learning, 67(1), 7-42.
  • Mondada, L. (2014). The local constitution of multimodal resources for social interaction. Journal of Pragmatics, 65, 137-156.
  • Mori, J., & Hasegawa, A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. IRAL-International Review of Applied Linguistics in Language Teaching, 47(1), 65-94.
  • Mori, J., & Hayashi, M. (2006). The achievement of intersubjectivity through embodied completions: A study of interactions between first and second language speakers. Applied Linguistics, 27(2), 195-219.
  • Mortensen, K. (2008). Selecting next speaker in the second language classroom: How to find a willing next speaker in planned activities. Journal of Applied Linguistics, 5(1), 55-79.
  • Mortensen, K. (2009). Establishing recipiency in pre-beginning position in the second language classroom. Discourse Processes, 46(5), 491-515.
  • Mortensen, K. (2016). The body as a resource for other-initiation of repair: Cupping the hand behind the ear. Research on Language and Social Interaction, 49(1), 34-57.
  • Mortensen, K., & Hazel, S. (2011). Initiating round robins in the L2 classroom-preliminary observations. Novitas-Royal, 5(1), 55-70.
  • Olsher, D. (2004). Talk and gesture: The embodied completion of sequential actions in spoken interaction. In R. Gardner & J. Wagner (eds.), Second language conversations, (pp. 221-246). London, New York: Continuum.
  • Pallotti, G. (2001). External appropriations as a strategy for participating in intercultural multi-party conversations. In A. Di Luzio, S. Guenthner & F. Orletti (eds.), Culture in communication, (pp. 295– 334). Amsterdam: Benjamins.

  • Park, J. (2017). Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC). Eurasian Journal of Applied Linguistics, 3(2), 121-138.
  • Sacks, H. (1992). Lectures on conversation I & II. Blackwell.
  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language 50(4), 696-735.
  • Sahlström, J. F. (2002). The interactional organization of hand raising in classroom interaction. The Journal of Classroom Interaction 37(2), 47-57.
  • Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden: Blackwell.
  • Seo, M. S., & Koshik, I. (2010). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of Pragmatics, 42(8), 2219-2239.
  • Sert, O. (2011). A micro-analytic investigation of claims of insufficient knowledge in EAL classrooms (Unpublished doctoral thesis). Newcastle University, Newcastle upon Tyne, UK.
  • Sert, O. (201 ). ‘Epistemic status check’as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), 13-28.
  • Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press.
  • Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System, 70, 14-25.
  • Sert, O., & Walsh, S. (2013). The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education, 27(6), 542-565.
  • Sert, O., Balaman, U., an Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). onuşma çözümlemesi yöntemi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 1-43.
  • Sidnell, J., & Stivers, T. (eds.). (2013). The handbook of conversation analysis. West Sussex: Wiley-Blackwell.
  • Skogmyr Marian, K. & Kunitz, S. (2017). "Well if we're wrong it's your fault": Negotiating participation in the EFL classroom. Travaux Neuchâtelois de Linguistique, 67, 49-77.
  • Stukenbrock, A. (2014). Take the words out of my mouth: Verbal instructions as embodied practices. Journal of Pragmatics, 65, 80-102.
  • van Compernolle, R. A., & Smotrova, T. (2017). Gesture, meaning, and thinking-for-teaching in unplanned vocabulary explanations. Classroom Discourse, 8(3), 194-213.
  • Waring, H. Z. (2008). Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities. The Modern Language Journal, 92(4), 577-594.
  • Waring, H. Z. (2009). Moving out of IRF (Initiation‐Response‐Feedback): A single case analysis. Language Learning, 59(4), 796-824.
  • Waring, H. Z. (2011). Learner initiatives and learning opportunities in the language classroom. Classroom Discourse, 2(2), 201-218.
  • Waring, H. Z. (2012). “Any Questions?”: Investigating the Nature of Understanding‐Checks in the Language Classroom. TESOL Quarterly, 46(4), 722-752.
  • Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture and Social Interaction, 2(4), 249-264.
  • Watanabe, A. (2016). Engaging in an interactional routine in EFL classroom: The development of L2 interactional competence over time. Novitas-ROYAL (Research on Youth and Language), 10(1), 48-70.
  • Watanabe, A. (2017). Developing L2 interactional competence: increasing participation through self-selection in post-expansion sequences. Classroom Discourse, 8(3), 271-293.
  • Yalvaç, B., Soylu, F., & Arıkan, A. (2011). Bedenlenmiş biliş ve eğitim. Ethos: Felsefe ve Toplumsal Bilimlerde Diyaloglar, 4(1), 1-20.
  • Zemel, A., & oschmann, T. (2014). ‘Put your fingers right in here’: Learnability and instructed experience. Discourse Studies, 16(2), 163-183.
APA Balaman U (2018). Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. , 27 - 51.
Chicago Balaman Ufuk Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. (2018): 27 - 51.
MLA Balaman Ufuk Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. , 2018, ss.27 - 51.
AMA Balaman U Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. . 2018; 27 - 51.
Vancouver Balaman U Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. . 2018; 27 - 51.
IEEE Balaman U "Embodied Resources in a Repetition Activity in a Preschool L2 Classroom." , ss.27 - 51, 2018.
ISNAD Balaman, Ufuk. "Embodied Resources in a Repetition Activity in a Preschool L2 Classroom". (2018), 27-51.
APA Balaman U (2018). Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-Royal, 12(1), 27 - 51.
Chicago Balaman Ufuk Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-Royal 12, no.1 (2018): 27 - 51.
MLA Balaman Ufuk Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-Royal, vol.12, no.1, 2018, ss.27 - 51.
AMA Balaman U Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-Royal. 2018; 12(1): 27 - 51.
Vancouver Balaman U Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-Royal. 2018; 12(1): 27 - 51.
IEEE Balaman U "Embodied Resources in a Repetition Activity in a Preschool L2 Classroom." Novitas-Royal, 12, ss.27 - 51, 2018.
ISNAD Balaman, Ufuk. "Embodied Resources in a Repetition Activity in a Preschool L2 Classroom". Novitas-Royal 12/1 (2018), 27-51.