1. Concepts in T-fronted Classroom Discourse Adapted from INTERACTIONS DURING TEACHER-FRONTED CLASS TIME OF ENGLISH CLASSES IN A CHINESE UNIVERSITY By Xiaoyan Xie Xie, 2008

2. Interaction: Monologic or Dialogic?Monologic Dialogic T has pre- T modifies determined and expands script. on Ss talk T and TB are Many voices dominant in the voices classroom Share examples in your transcripts of all four characteristics if possible

3. The Default Instructional Pattern: T-Initiated Monologic IRF Usually a T: QUESTION Initiating T knows answer Usually short S: Response & simple Comp. check USUALLY T: Follow- EVALUATIVEShare your IR up Closes(evaluative) F exchangesequences

4. F: Evaluative or Communicative? IRF: IRF is Everywhere (West, China, etc) F is key: E For highlighting S errors (L2 & Content) C For scaffolding towards independent S functioning But Ts mostly use F to close, not open the floor to Ss (Good!, Correct!, Perfect!)

5. Monologic IRF: Educationalvalue? Facilitates Ts Hard for Ss to startcontrol more than or challenge ss learning discourse Changes Ss T controls From discovery to Ss learn how to direction, turn &ways of knowing transmission NOT think form of discourse Harder to China and the Used with slowerrecall/understand socioeconomic groups, they get gap info (than in slower gap widens/perception discussion) widens of English

6. Monologic IRF: Conclusion lead Ss easily Enables T Evaluate Ss to utterances Maintain order Initiative Independent thinking Reduces Ss Development of conversational skills Proficiency growth Has its placebut Monologic Should NOT be the IRF norm for language classroomsShare your monologic IRFs

7. Dialogic IRF: its all in the F justifications anything connections goes F is Context- dependent counter- clarification arguments elaborationShare your dialogic F-moves

8. Feedback on Content or MeaningWalsh 2003: ECHOTs echo: unreal conversation reformulationDisturbs flow of ss utterance Engages ssMakes excessive t-talk Paraphrase (more Obstructs Ss learning elaboration appropriate Sustains model) opportunities interaction Non- F-Move strategies evaluative Builds on ssUse echo/revoicing verycarefully response contributions Back- channelling comment Signals Ts genuine Repetition interest

9. Dialogic IRF: Why?Dialogic Monologic Extends T S Closes T Ss Interaction Interaction Ss construct meaning Meaning already with T known Higher-level cognitive Lower-level L2 use cognitive use of L2 Ss develop proficiency Ss dont learn to by creating with L2 create with L2

10. I&R: Initiate & Respond = Turn-takingHow T and Ss take, hold,and give the floor By name Call on Ss Invite S to e.g. Ss raise handa reply Eliciting in Chinese classroomShare the eliciting s S Very popular, butexamples/strategies you volunteers Only dominant Ss volunteeruse in your transcript. 2nd -most popular (40 %) T self- Makes eliciting irrelevant answers Ss learn to depend on T No language learning

11. Turn-taking in IRF The Dangers

12. T-initiated IRF: Whats theSolution? T CONTROLS More T ALLOWS LESS: opportunities MORE: content and for student variation to participation classroom IRF in learning interaction

13. Variation to IRF: 3 typesRecitation Responsive Responsive- Collaborativdiscourse discourse e Discourse Abandons T- Monologic More relaxed IRF initiated IRF Ss control much of Ss listen / not Open-ended Qs classroom active discourse T asks Qs that T expands F have no known answersResD and RCD: moreopps. for Ss to use L2, Tlonger & more complex accepts/integrates Ss self-select, initiate, etc. all S responsesutterancesLook for ResD and RCD Lots of S-S interactionin your transcripts

14. Student-Initiated Interaction When Ss initiate academic and procedural Qs or They construct knowledge Volunteer F to Ts R to their I Ss cognition, content knowledge, and S discourse strategies Engaged are present Most ss must be Exert power taught to do this. through discourse moves

15. Question Types: Engaging Ss Teachers Qs can Elicit Ss responses Engage & motivate Ss Activate Ss schema Impact students learning variously Sometimes require modification Allow ss to co-construct knowledge (converse) with T

16. Question types Open Closed Longer answer Very brief answerDisplaycommonly knownanswerReferentialpersonal answer Share the T questions in your transcript. Which type(s) dominate?

17. Question Types: Global GeneralizedClassroom Research Findings How common are display questions in daily life? Displa y How much meaning construction practice do students get with display questions? Referential How common are display questions in your transcripts?

18. Q Modification and wait-timeMIC Techniques: Rapid Wait-time Q/no 3 Repeat Wait-time Short seconds Increased participation Rephrase/Chunk Visuals (gestures, Incomplete Ss initiate objects, pictures) More complex thoughtless language and Examples & Cues logic Quiet Ss more Share examples of wait-time or no active wait-time after your questions: Increased what kind of responses do you quality and quantity of s see? L2 use

19. Questioning strategy Must consider Contextual solution students Attitude Motivation Hong Kong Confucian culture Ts intent Expand the F- move : showing Same restricted off is not valued responses: Why? e.g., ask Lose face Referential Qs = 1- Display Qs = 1- or follow-up longer or 2-word reply 2-word reply questions utterances risk errors

20. Research: THE BEST proficiency developing Qs are tools for constructing are scaffolding meaning with others In this context, doing tasks They help Ss achieve otherwise unachievable Within classrooms utterances. In coursesShare any scaffolding or For shared goalsmeaning-construction (known reasons)Qs in your transcripts.Whats the percentage?

21. Non-Question Moves Statements: suggesting, guessing Pausing, listening Pictures/visuals/realia Wondering aloud (conversational) ss want to help T

22. The Importance of Context Evaluate Ss recall E.g., Intent of Display Q Control ss interpetation Classroom context Low quality response Korean Ss perceive test Hamper ss thinking Effectiveness of Ts T shows sincerity & questioning personal interest in Ss E.g., Intent of Display Q responses Ss interp. of Ts Ts intent intent Higher cognitive processingShare evidence of showing Korean Ss perceive T More complex responsepersonal interest in ss caresresponses in your transcripts. Isit easy for ss to perceive yourinterest?

23. Feedback on L2 Accuracy The The Some Asian uni good Can prevent L1 bad ss dont want any more EC rule transfer Want communicative practice Allows learners to modify or confirm Very few effective interlanguage techniques rules Helps Ss noticeFind examples of the gap between TL and theircorrective utterancefeedback(linguistic) in yourtranscript.

24. EC: Accuracy - Some results T gives correct version Explicit Ss cant reformulate, self-correct, or negotiate form Most common eventually ss may notice/produce correct form Recasts Other ss may also benefit from Ts recast to one S Elicitation Ss self- or peer- correct -- negotiate form Metalinguistic T: You need past tense S: negotiate formClarification request negotiate form Repetition

25. E.C. Sociocultural Perspective EC within Ss Should be knowledge frame negotiated Ss must self- or (ZPD) is most (led/scaffolded by peer- correct effective T, but done by S)Correct errors, not (self- attempts. reliance, autonomy) Share evidence of leading Ss to self- or peer- correct in your transcripts.

26. The Quality of Classroom LifeIf the goal is proficiency development, classroom interaction is onlyuseful if it helps Ss improve proficiency.Classroom discourse must be optimized to enhance the quality ofclassroom life of a particular T and Ss.In other words, all CI and CD depend on a unique context. So theright way to teach is to become adept at planning CI and CDpractices, and then making crucial decisions about changes inpractices on the fly.

27. Classroom Life isSituated Discourse Institutional goals/Constraints Participant goals/constraints TASK of the exchange Relative positions of participants

28. Affective Dimension Number S involvementand kind Mutual respect Individually personalized of Ss questionsdiscourse Ss feel like individuals Affirmation of ss responses (real depend listening/consideration) on an Use ss response in next teaching moments ethos of

29. Mother Tongue Use As much asAs little as necessary necessary (Ss (when there is should not feel another way, use it) discouraged in class)

30. T Identity Discourse style T is sole legitimate knowledge provider A T who knowingly creates monologic classroom discourse believes Ss cannot self-acquire knowledge A Ts beliefs about teaching dictate his/her classroom discourse style Meaning is interactively constructed A T who knowingly creates dialogicBased on your classroom discourse believestranscripts, where is Authority for learning isyour classroom shared (distributed)discourse style alongthe monologic Dialogic continuum?

31. T-identity in Asian (Chinese) contexts Transmission mode (T talks, ss listen) Emphasize language points - test No actual L2 use Teach as they were taught (little professional development) L2 use is unimportant L2 linguistic knowledge is important - test

32. S- Identity in Asian (Chinese) contexts Traditional values: Reticent Face collective > individual (1 Reluctant should not bother Unvolunteering others) modesty (no showing Uninitiating off/going first) Unanswering respect of elders/seniors (noCharacteristics Brief replying challenge/address, eye Respect T and Causes contact) Learned school practice textbook Ts Discourse style Limiting range of low- level Qs Minimal wait-time Share moments where ss interaction is unimpressive. What do you think are the causes? How can you fix these moments?