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Samantha Himler Lindsey Kurtz Pia Gomez Laich

APLNG 572 CCLA Project Visual literacy, American Gothic , and Interaction Patterns: Discussion practices in an American university classroom. Samantha Himler Lindsey Kurtz Pia Gomez Laich. Orientation. L´s ESL 015 class Goal of this course:

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Samantha Himler Lindsey Kurtz Pia Gomez Laich

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  1. APLNG 572 CCLA Project Visual literacy, American Gothic, and Interaction Patterns: Discussion practices in an American university classroom Samantha Himler Lindsey Kurtz Pia Gomez Laich

  2. Orientation • L´s ESL 015 class • Goal of this course: To equip international students with the reading and writing skills required to participate successfully in the academic reading and writing tasks they will encounter in American universities.

  3. Orientation Students learn: • common practices of American academic writing (summarizing, paraphrasing, quoting, organizing, making claims, providing support, choosing research topics, and following American conventions for citing source material), • a variety of techniques to improve their papers through prewriting, peer reviewing, revising, and editing.

  4. Orientation • Students had been asked to read a ten-page chapter on how to create Visual Communication as an introduction to a major assignment in the class which required them to produce a visual argument. • The instructor and students use language to combine their intellectual resources and jointly try to create understanding of a painting projected on the screen.

  5. Thesis 1) L´s language use and her pedagogic goals are aligned: • Apprenticing Ss into a community of practice • Setting up the learning activity (managerial mode) • Promoting discussion (classroom context mode)

  6. Data Analysis • Entire 55 minute class was video recorded • First 18 minutes of recording was transcribed using transcription system adapted from van Lier (1988) and Johnson (1995) -accounts for simultaneous speech and inaudibility • Extended interactions between teacher and students

  7. Data Analysis • Analyzed through two scopes: 1) Lave and Wenger's (1991) legitimate peripheral participation (LPP) 2) Walsh’s (2011) SETT (self-evaluation of teacher talk framework)

  8. Legitimate Peripheral Participation Learning: understood in terms of gradually fuller participation in a community of practice through activity and exposure to more skilled peers Emphasizes whole person Community of practice as mutually constitutive -- relationship between oldtimers and newcomers

  9. Findings -- LPP Old-timer (L) apprentices newcomers (Ss): Curating, reformulating relevant portions of contributions; modeling acceptable responses Eliciting additional reasoning or responses

  10. Curation, Reformulation, & Modeling

  11. LPP: Eliciting additional responses

  12. Findings-- Modes • L´s pedagogic goals are manifested in her talk-in-interaction. • Walsh´s (2011) SETT (self-evaluation of teacher talk framework): Classroom Context Mode prevails in our dataset.

  13. Findings-- Modes In this mode: • “opportunities for genuine communication are frequent,” • “the principal role of the teacher is to listen and support the interaction,” and • “the only feedback given is content-based, normally in the shape of a personal reaction” (Walsh, 2011, p. 121).

  14. Findings-- Modes • Considering L´s pedagogic objectives (i.e. to create understanding and promote discussion of a painting projected on the screen), it makes sense that the Classroom Context Mode should characterize the interaction in our data set.

  15. Findings -- Modes • Since L´s aim was also to promote discussion, the referential questions she posed were appropriate. • L´s questions: a) encourage students to make their thoughts explicit and to share them with the class, and b) provide opportunities for learners to articulate their ideas and to express their current level of understanding.

  16. Findings -- Modes

  17. Findings -- Modes

  18. Findings -- Modes L usually reacts to students´contributions by: • reiterating and paraphrasing what they have said (lines 30-35)

  19. Findings -- Modes ii. by extending learners´contributions (lines 77-80)

  20. Findings -- Modes iii. by using verbal backchannel signals or non-lexical utterances such as uh huh, hmm, iv. by using non-verbal backchannel signals such as head movements (nods), v. by using reactive expressions such as Okay, Yeah, Alright

  21. Findings -- Modes L´s teaching has features that characterize dialogic teaching: a) questions are structured to provoke thoughtful thinking, b) answers lead to further questions and are seen as the building blocks of dialogue, and c) teacher-student exchanges follow coherent lines of enquiry (Mercer & Littleton, 2007).

  22. Findings -- Modes Managerial Mode: L´s aim was to organize learning and to locate the learning temporally and pedagogically.

  23. Findings -- Modes Instances of extended teacher turns that consist mostly of directives and instructions.

  24. Conclusion • Classroom interaction proceeds in line with the instructor´s pedagogic goals. • Ss being apprenticed into classroom COP

  25. Implications From LPP perspective: additional, later data needed --> focus on changing participation of Ss in COP Additional insight into student activity, participation

  26. Thanks! Questions? Comments?

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