A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Transforming student contributions into subject-specific expression (2021)

Jacknick, C. M., & Duran, D. (2021). Transforming student contributions into subject-specific expression. System, 98, Article 102485. https://doi.org/10.1016/j.system.2021.102485

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Jacknick, Christine M.; Duran, Derya

Lehti tai sarja: System

ISSN: 0346-251X

eISSN: 1879-3282

Julkaisuvuosi: 2021

Volyymi: 98

Artikkelinumero: 102485

Kustantaja: Elsevier

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.system.2021.102485

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus: 

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/74482

Tiivistelmä

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 talk, that is, the teacher confirms contributions as subject-relevant by steering the direction of the upcoming talk, while also introducing students to potentially unfamiliar terminology, speaking as a member of an unnamed group of subject-matter experts. Notably, we argue that these content-based follow-ups are realized multimodally, drawing on prosodic, gestural, and proxemic resources, among others, and that these multimodal actions are an important aspect of teacher’s classroom interactional competence, showing how instructors socialize pre-service teachers into thinking and talking like professionals, i.e., like teachers.

YSO-asiasanat: korkeakouluopetus; luokkatyöskentely; kielellinen vuorovaikutus; keskustelunanalyysi

Vapaat asiasanat: classroom interaction; conversation analysis; English-medium instruction; higher education; subject-specific language; teacher follow-up

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2021

JUFO-taso: 2