Supporting student-teacher development of elicitations over time: a conversation analytic intervention

Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene wi...

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Bibliographic Details
Published in:Classroom discourse 2023-04, Vol.14 (2), p.109-127
Main Author: Carpenter, Lauren B.
Format: Article
Language:English
Subjects:
CA-intervention
Classroom Communication
classroom discourse
conversation analysis
Discourse Analysis
English (Second Language)
ENL
Grade 7
Graduate Students
Intervention
Language Rhythm
Language Teachers
Lesson Plans
Masters Programs
Poetry
Practicums
Reflection
Second Language Instruction
Second Language Learning
Teacher Education Programs
Teacher Student Relationship
Teacher Supervision
teacher-education
Teaching Methods
Vocabulary Development
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Summary:Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST's growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.
ISSN:1946-3014
1946-3022
DOI:10.1080/19463014.2021.1946112