A Reconsideration of the Instructional Affordances of Classroom Monitoring in English Language Learning

Autor/in	Towndrow, Phillip A.
Titel	A Reconsideration of the Instructional Affordances of Classroom Monitoring in English Language Learning
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 2, S.127-143 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216649087
Schlagwörter	Foreign Countries; Classroom Techniques; Affordances; English (Second Language); Second Language Learning; Data Collection; Video Technology; Data Analysis; Educational Practices; Coding; Secondary School Students; Secondary School Teachers; Second Language Instruction; English Teachers; Singapore + Suchen Sie Ihr Suchwort? Ausland; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Data capture; Datensammlung; Auswertung; Bildungspraxis; Codierung; Programmierung; Sekundarschüler; Fremdsprachenunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Singapur
Abstract	This article explores teachers' classroom monitoring in English language learning and asks if it has a role to play beyond what we know and recognize as mainstream classroom management. As part of a larger study of pedagogical practices in classrooms in Singapore, researchers collected and analyzed videographic data on the types and subject-specific content of teachers' monitoring activities. The findings showed that teachers mostly monitored for supervisory purposes to individuals within a limited set of language learning activities. Overall, there were few occurrences of classroom monitoring for formative purposes and in the subject-specific areas of creative and descriptive writing, expression, conveying information and persuasion. In conclusion, the article suggests that one way to broaden monitoring activities in classrooms would be through setting short- and long-term questioning as an instructional strategy. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01