Word search sequences in teacher-student interaction in an English as medium of instruction context

Abstract
This study explores the ways students in a higher education setting engage in word searches. The investigation draws on 30-hour video recordings of content classes in an English as a medium of instruction university in Turkey. Using conversation analysis, the study focuses on the interactionally accomplished functions of vocal and visual practices deployed by the students in the course of a word search. We revealed that word searches are constructed through publicly visible resources (i.e. gaze, body orientation, gestures) and explicit formulaic expressions (i.e. how can I say it?), and accomplished via bilingual resources. It was also observed that the teacher does not orient to word searches when there is a need to interactionally monitor and manage the repairable content (i.e. pedagogical content, subject-specific word), thus prioritizing content over second language (i.e. English) use in the current content-oriented setting. The study contributes to our understanding of how the participants’ situated roles as a student and teacher are contingently negotiated in the ongoing word search in bilingual classroom contexts.
Main Authors
Format
Articles Research article
Published
2022
Series
Subjects
Publication in research information system
Publisher
Routledge, Taylor & Francis
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202001211387Use this for linking
Review status
Peer reviewed
ISSN
1367-0050
DOI
https://doi.org/10.1080/13670050.2019.1703896
Language
English
Published in
International Journal of Bilingual Education and Bilingualism
Citation
  • Duran, D., Kurhila, S., & Sert, O. (2022). Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism, 25(2), 502-521. https://doi.org/10.1080/13670050.2019.1703896
License
In CopyrightOpen Access
Copyright© 2019 Taylor & Francis

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