East Asian and Native-English-Speaking Students' Participation in the Graduate-Level American Classroom

Autor/in	Takahashi, Junko
Titel	East Asian and Native-English-Speaking Students' Participation in the Graduate-Level American Classroom
Quelle	In: Communication Education, 68 (2019) 2, S.215-234 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2019.1566963
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Native Speakers; Video Technology; Teaching Methods; Student Participation; Graduate Students; Classroom Communication; Asians; Ethnography; Language Teachers; Teacher Education Programs; Applied Linguistics; Asian Americans; Empathy; Foreign Students; Student Attitudes; Masters Programs; Comparative Analysis + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Klassengespräch; Asian; Asiat; Asiatin; Asiaten; Asiate; Ethnografie; Language teacher; Sprachunterricht; Linguistics; Linguistik; Angewandte Linguistik; Asian immigrant; United States; Asiatischer Einwanderer; USA; Empathie; Schülerverhalten; Magister course; Magisterstudiengang
Abstract	This study explored participation patterns that East Asian students and non-East Asian students who were native English speakers exhibited a graduate-level American classroom. Through the analysis of video-recorded classroom interactions, class observations, and interviews with selected participants, the study found that the two groups' participation patterns differed from one another. In particular, the linguistic or embodied devices that East Asian students and non-East Asian students used to secure their interactional turns and how they employed them were distinct. Although results represent an initial exploratory view of this topic, understanding these distinctions could help generate teacher strategies for allocating the floor in higher-education classrooms that can lead to more balanced participation by every member of the class. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01