"No, Rolanda, Completely Wrong!" Positioning, Classroom Participation and ESL Learning

Autor/in	Kayi-Aydar, Hayriye
Titel	"No, Rolanda, Completely Wrong!" Positioning, Classroom Participation and ESL Learning
Quelle	In: Classroom Discourse, 4 (2013) 2, S.130-150 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2013.835271
Schlagwörter	Interaction; Adult Learning; English (Second Language); Oral Language; Language Skills; Classroom Communication; Interpersonal Communication; Power Structure; Student Participation; English Language Learners; Observation; Video Technology; Audio Equipment; Comparative Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Interaktion; Adulte education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Klassengespräch; Interpersonale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beobachtung; Audio-CD; Qualitative Forschung
Abstract	The current study, drawing on Positioning Theory, presents an analysis of various storylines of classroom interaction to illustrate how an adult ESL learner positioned himself and others in an academic oral skills class. Through a recursive micro-analysis of classroom talk, the findings demonstrate how this outspoken student shaped classroom discourse and impacted opportunities for learning for himself and others. Implications for effective classroom interaction and participation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01